UC-NRLF 


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Attitude  of  organized  lator  toWard  vocational  education, 


By 
John  Lawrence  I^erchen 


THESIS 

BubmiLted   in    oartial   satisfaction  of    the   requirements  for   the  dej^ree  of 

LiASTl^H  OF  ARTS 
in 


Sducation 

in  the 
GRADUATdl  DIVI3I01T 
of   the 
U1JIVER3ITY  OF   CALIFORInIA 
June,    1919 


LB6 


•  .   .   •  • 

•  •  •«•     . 


eoucAT.osoi*^- 


I  Introduction 

1.  The  choice  of  a  life 

2.  Close  relation  to  industry 

3.  Necessity  of  industrial  efficiency 

4.  Opportunity  for  growth 

5.  Freedom  from  specialization 

6.  Larger  "control  of  industry 

7.  Democracy  in  education 

8.  Motivation 

9.  iixtension  of  Knowledge 

10.  Opportunity  to  impart  labor's  ideals 

11.  Greater  chance  of  leisure 

12.  Continuance  of  labor's  tradition  to  education 
IS.  Securing  vocational  education  control 

14.  itelease  from  poverty 

15.  Purpose  of  thesis 

II  The  Economic  Framework  of  our  -iocial  ^structure 

1.  jiconomic  foundations 

2.  iiusiness  enterprise 

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II 


COmTifiliTS 

3.  Fave  relationships  of  capital  and  labor 

4.  Sale  of  labor  power 

5.  Loss  of  control  of  means  of  life 

6.  '-^he   significance  of  great  economic  power 

7.  ■'i'conomic  determinism 

III  Labor  Organizations 

1.  Lack  of  creditable  standing 

2.  Reasons  for  this 
a.  The  fallacy  of  it 

4.  Organized  labor  and  the  Mediaeval  gild 

5«  Betterment  of  conditions  of  wage  earners 

6.  '■^he   collective  bargain  and  the  individual  bargain 

7.  •'■he  three  forms  of  labor  unions 

8.  Labor  unions  and  progress 

IV  The  iiarly  -educational  Attitude  of  Labor 

1.  Labor  and  free  schools 

2.  I'he  "--dueational  ii-evival"  of  1820-1850 

0.   ihe  factory  system  of  industry  and  the  growth  of 
cities 

4.   -^he  extension  of  suffrage 

6.  Argiunants  for  and  against  tax-supported  schools 

6*  Resolutions  of  Labor  on  education 


TV.                                jlaci  .& 
iswoq   olaionoo-j   ^esifl   lo   ooniioi'^ 

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,t:    'io  TtofllXol:  ftrf'x'  ,5 

aabtvionl  eriJ-   5n«  ntls^^i^'i  »vtto«IIoo   erf-*:  ,6 

--i.         J.  ■-■  , 

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3j.  to  BbiitiSik  Xsnoxjfl-jwi"*-  ^laaii,  •rfT     VI 

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oaer-osai  to  "lijviv^-  laacitB-  .a 

■t-i<^<-.rit.n-xi?..,    .                                    .iaoma  .  ' 


7,   The  nature  of  the  opposition 
V  The  Attitude  of  the  American  i'ederation  of  Labor 

1.  Kind  of  organization 

2.  Its  reports  on  industrial  education 
2.   Its  favorable  attitude 

4.  Jieeicing  to  control  vocational  education 

5.  Summary 

VI  Some  Objections  to  Vocational  -education  from  Labor's 

Point  of  View 

1.  Recapitulation 

2.  Life  of  the  wage  earner 

5.  The  fixity  of  labor 

4.  The  effect  of  the  reduction  of  skill  in  industry 

5*  Scientific  management 

6.  Economic  safety 

7.  The  "creative  impulse" 

8.  Vocational  education  'and  industrial  re-organization 

9.  Vocational  education  and  poverty 

10.  The  reduction  in  educational  esiientials 

VII  Kecommended  School  Curriculum 

1.   The  three  educational  constants 


a: 


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IV 


£•     Productional  icnowledge 

2.      Distributional  icnov.ledge 

4.        GonsTimption  knowledge 

6.      Outline   of  a  school   curriculum  containing 

the   essentials   of  the  above  forms   of 

knowledge 


rt;v 


.3 


Hot  long  ago  the   attitude  of  organized  labor  on  the  sub- 
ject of  vocational  education  would  have  been  considered  by  the 
majority  of  educators  as  of  little  consequence,   indeed,,  at 
the  present  time,  many  members  of  the  teaching  profession,  due 
to  leisure  class  tradition,  education  and  training  look  upon 
the  demands  of  labor  in  matters  of  education  with  no  small 
degree  of  suspicion.   This  situation  is  due  to  the  fact  that 
labor  has  had  to  fight  for  its  place  in  the  educational  field, 
and  that  it  has  had  a  long  and  tortuous  path  to  tread  before 
being  admitted  into  educational  councils  with  a  reputable  stand- 
ing.  The  old  institutional  furniture  of  the  past,  heritages  of 
slavery,  serfdom,  peonage,  indentured  service,  apprenticeship, 
and  contract  labor,  were  remnants  of  an  unhappy  history  of  sta- 
tus and  servility  and  lack  of  rights  which  created  a  distrust 
that  (whether  we  wish  to  admit  it  or  not),  has  been  difficult 
to  remove  in  order  that  unprejudiced  recognition  be  granted  the 
demands  of  labor  in  educational  circles. 

Labor  has  an  attitude  toward  vocational  education  for  the 
following  reasons: 

1.  Because  upon  the  choice  and  practice  of  a  vocation  there 
follows  the  determination  of  a  life.  One's  choice  of  a  vocation 
and  the  capacity  to  practice  it  defines  a  person's  social  and 


-das   erfJ  no  lodfil  fiesinsTj-to  "to   eiji^iiitia  ant   cmn  ■anol   J-oH 

«•-.,-!  ;D&Ta£ixBaoo  nsca    evau  jaxuGw  aoxfaoijjjs   lanoiJBoov  lo   Joet 

•Jij  .vijaacni      .eoaoxrosanoo  elJ^d-ti  ^o  bb  anoJ^flOiJl)©  lo  i^Jtiotan 

0^}     ,      i^?^-  J     ;.,  .  a-iedinsiii  ijnBro   .eoilJ"   d'asasiq  etit 

aoqis  xooi   ^uxuLinJ    baa  noiJsoube    .noiJibsiJ   seelo   ©TUSisX  o^ 

iloffiB   orr  .iJ-rw  ftoi:,rHO/r&»   Jo  qtPtttBc    nt    lorff^I  lo   abnamefi   erit 

,f>l8i'±  XanotJBOJJbe  ©ri^  at  eoelq  aii.  lol  sfri^Il:   oi   bsn  asn  lorfaX 

eiolstf  bssii   o?  rt'cr^o   grjouj-roJ   bns  miol  .-^  ijsrt  sen   .ti:    Jarit   ftftB 

-iDnti>/3   «xuu>  jj_[yi   a  iiji.v  dx.jxijjcs   ianoxvrij^j^jco    oJnx    ofjJxiiiiJjLj  ^iiiso 

lo  segBJ'l'xaii    ,3'saq  ar(d^  "to  eiuitatist   lanoiJu^lJanr  Jblo  erf'J      ,^c\i 

,crtnset>l*a8Tf;^s    .eoiivtaa   botiiJfiebnJ    .s^anooq   ^moblise    ,Tt9rRla 

-'-ijij    xu    'i^ajjui,:   ^.^-iiiiuuj   as   lo    fcJaBxuuyx    jae.v    ,T'jj    j.    jOiiiwU'ju   xojs 

JamJelb  a  bsJaeio  doxriw  e^txtJiia  lo  iosl   bn^  ^;fllivte8   bns -aaJ 

;fIi/oilU:ib  need  sxsr.    ,lJ"on  ic    i'i    JJtmb?  oJ"   rialw  sw  lenltirfw)    ^f?ri  r 

•  aeloiio  lanoiSaoube  al  lorfal  lo   abfli^fnab 

caaoaiisi  j^/iiwolioi 
©lerit  notJsoov  a  lo   ©oxJoai  .   hns  eoicn-j   add"   aoqx;  eatraoefa      .1 

bits  loxoofa   a'ac/iaaq   li  aeitiLsL  wx   eoiJo»-XM   oJ   ^Jio:  .iJ'   bitiT 


and  civic  status.  Whether  you  will  live  in  the  slums,  occupy 
a  modest  bungalow,  or  a  more  pretentious  residence  depends  cniefly 
upon  your  choice  of  a  vocation.   ..hether  you  will  be  just  one  of 
the  workers  of  the  world  "bowed  by  the  weight  of  centuries"  and 
upon  your  back  the  burden  of  the  world,  or  a  member  of  a  profes- 
sional class  with  increased  opportunities  of  worthy  leisure,  dis- 
tinction, and  influence,  depends  upon  your  choice  of  a  vocation. 
In  a  general  way,  perhaps,  more  than  any  other  single  factor,  the 
making  for  better  or  for  worse  of  a  life,  is  the  choice  of  a  vo- 
cation. 

2.   Labor  has  an  attitude  toward  vocational  education  because 
vocational  education  comes  from  the  field  of  industry  more  than 
from  the  interests  of  education  as  such,   xhe  meaning  of  this  is 
that  the  pace  set  and  the  courses  olfered  at  present  do  not  come 
from  the  schools  and  colleges  but  from  industry  itself,   it  is  the 
institution  of  industry  waich  affects  the  lives  of  the  laboring 
class  so  completely  that  an  indifference  for  labor  to  the  prob- 
lems of  vocational  education  is  impossible,   ihe  problems  of 
vocational  education  for  labor  are  more  of  an  industrial  nature 
than  educational,  that  is,  they  function  chiefly  in  the  field  of 
industrial  enterprise,  and  it  is  cniefly  in  this  capacity  that 
labor's  interests  function  the  most  fruitfully. 

S.   Labor  has  an  attitude  toward  vocational  education,  be- 
cause it  feels  that  American  industry  re«iiares  industrial  effic- 


ianc   "'doliasasv  to  ct;n-%iew  jni  lo  bis^tow  ©ri;f 

-89'ioiii;  .-•»  to  ledsimn  n  to    ,f>l  to  rrebfwd   '^rfT  3{o'=!0    rtijov  norro 

.floiJ^aoov  «  lo  ooicr  ,  f    i>nB    ,noJtJ 

-ov   ?,  lo   aoioiko  si'tj-  al    ,eiii  s  lo   eaiov;  101  to  loJj&t!    101   ^rxas 

»aottBo 

fliii  J   6"xoui  \5xJajji)  Dieil   anJ   moil   aeiaou  noi^so^ijis   laxioxiJaoov 

0  ^axiuta;  .rioi  jijJbe    to   eJeei  •  ino-t't 

^iiLiod&l   ©rid"  Ic  aav  j"  ai^uoiija  rioxi.w  ^xj  lo  aolJ"r;J^l,fani 

Btissoix   Lattteiibnl  Lie  to    Bior.t  .&ia  io>in£  tol:   no  •  iJaoov 

liiaJ'  Tj^rxoeqeo   axnj   ni    ^jrXiexno  s  t   Jx   Jbna    ^eex'iqisJnf?    ianijaueni 

-oitle  lBi-xJajji)ui   eaTi-xpet  ^•t;t8ul)ni  usoxieou  alaol  J  '  -o 


iency,  tiiat  it  must  have  trained  workers  for  the  good  of  all, 
is  she  is  to  take  her  place  among  the  competing  nations  in  the 
world  of  industrial  enterprise.   Our  efficiency  or  our  ineffic- 
iency will  be  tested  by  our  ability  to  adapt  the  technical  arts 
and  machine  production  to  the  industrial  process.  This  is  a 
national  ideal  of  labor  and  capital  alike  which  can  only  be  at- 
tained  through  vocational  education  of  a  technical  character, 

4.   Labor  has  an  attitude  toward  vocational  education  be- 
cause it  realizes  perhaps  more  fully  than  any  other  force  in 
society  that  industry  and  its  problems  constitute  the  most  fertile 
field  for  adventure,  development,  and  growth,  and  nence  for  ed- 
ucation.  It  is  in  this  field  that  the  "creative  impulse"  in 
industry  and  the  "instinct  of  workmanship"  may  best  be  realized; 
that  when  the  scopy  of  industry  is  thrown  open  for  first  hand 
experiment  and  cooperative  enterprise  it  will  be  fully  demon- 
strated that  the  industrial  process  and  the  educative  process  are 
one,  and  that  there  can  be  little  social  growth  while  where  is 
conflict  between  "growth  in  wealth  (which  is  industry)  and  growth 
in  individuals  (which  is  education)". 

'-,  Labor  has  an  attitude  toward  vocational  education  because 
in  the  movement  for  vocational  education  it  sees  the  opportimity 
for  redemption  from  the  deadening  results  of  macnine  specialization, 
"This  division  of  the  workers  into  eyes,  arms,  fingers,  legs,  the 


eri;t  at  eatitJiin  %atiBo  lOa  sobI  ax  ©lia  e 

aJiw  iiioii.Aoeo  '    "^  .law   y, 

a  ax  a  in?      .aaeoonq  LaliiQatai   eiiJ  snirioij.^  ^aa 

-ja  ecf  AjJ  -  .:oinw  eaiils   Lp.iic  ■    i     '  ^  ■*    ^.t''!^l 

ni    soiol  leriJo   ^^riii  hb-ij  t^H-uI   eiciu  aqBriieq  ses  tli^o  -  o 

oil?  aJwi-JtctaHoo  sjialdoiq  8d"i   Ma  ^jid"8ifJ&ni   ;fsi  ioos 

;besilHH't   9d   <ft  TtnsrfjRi.ijt'iow  l-o   tonivJ'ani"    b 

-fiOfliejL)  >tix0±   9d   iiiw  Ji   eei-njiaJna   evi\fei©quoo   bxtft   j^iiyniiieqxe 

d;fwoa3  baa   (•\ci^3;ri>ni    ai    aoxxiw}   ria^Xaaw  fxl   itirwo^3" 

^txrujJToqqo  odd;  asee   jTx  noUcowi)©  lanoxJaoov  :to^  ;^nenievoni  srid"  ai 


4 


plucking  out  of  some  one  of  his  faculties  and  discarding  the  rest 
of  man  as  valueless,  has  seemed  to  be  an  organic  requirement  of 
machine  evolution."* 

6,  Labor  has  an  attitude  toward  vocational  education  because 
it  realizes  that  in  a  participation  in  this  uovement  taere  lies 
opportunity  for  a  larger  control  of  industry  by  wnich  and  from 
wnich  labor  must  survive.   The  cnief  signii'icance  of  the  evolu- 
tion of  machine  industry  for  1( bor  has  been  in  the  fact  that  it 
has  separated  the  laborer  from  his  means  of  life,  that  the  con- 
trol once  his,  due  to  the  possession  of  tools,  materials,  and  es- 
pecially, his  skill,  constituted  for  the  worker  a  reliance,  an 
independence,  wnich  the  "new  power"  in  machine  industry  has  placed 
in  the  hands  of  his  employer.  Vocational  education  directed  in 
the  interests  of  labor  will  restore  much  of  this  lost  power  and 
independence, 

7.  Labor  has  an  attitude  toward  vocational  education  because 
it  realizes  that  in  the  vocational  education  curriculum  there 
lies  the  greatest  opportunity  for  the  democratization  of  educa- 
tion, never  before  in  the  history  of  education  have  democratic 
deriiands  been  so  urgent  as  at  the  present  and  never  have  they 
seemingly  been  so  near  of  realization,  i^emocracy  for  labor  has 
a  specific  content.   It  means  that  for  an  educational  criterion 


*Marot,  "The  Creative  Impulse  in  Industry,"  p.  5, 


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•  son?*  P'.i-T  n«r., . 
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aoi:u0,riio  Lsn^  ta  10I  j^wjJ  .  ytlloe 


the  school  curriculiim  shall  mean  a  participation  in  social  life 
in  which  the  interests  of  the  group  shall  be  shared  by  all  its 
members,   The  curriculum  must  not  only  offer  an  opportunity  to 
share  but  to  participate  in  all  that  is  included  in  school  life 
on  equal  terms, 

8,  Labor  has  an  attitude  on  vocational  education  because 
vocational  education  offers  the  very  best  opportunity  for  educa- 
tional motivation.  This  does  not  mean  that  each  school  activity 
should  be  evaluated  solely  in  terms  of  i^ercenary  considerations, 
or  that  most  of  our  school  work  must  function  economically,  but 
that  school  work  should  reflect  life's  work,  not  only  reflect  it 
but  supplement  and  enrich  it  at  every  possible  point,   ijchool 

work  snould  not  necessarily  be  a  preparation  for  life  but  a  par- 
ticipation in  life  at  its  best. 

9.  Labor  has  an  attitude  on  vocational  education  because  it 
sees  in  the  vocational  education  curriculum  the  opportunity  for 
the  individual  fo  function  as  an  economic  unit   and  tnis  is  the 
chief  interest  of  organized  labor.   Labor  claims  and  insists 
that  any  and  all  school  curriculums  in  order  to  meet  the  require- 
ments of  a  democracy  must  include  the  tnree  following  forms  of 
knowledge, 

1.  Productional  knowledge, 
£.  Distributional  jmowledge, 
3.   Consumptional  knowledge. 
Labor  demands  that  all  the  knowledge  of  the  vocational  curriculum 


uJ'l  rd   bBi3na   ©a  lisnc    quo'iij   r»iii'   io  aJesi-  iiid"   riu 


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6 


shall  not  be  productional,  as  is  now  the  tendency  in  nearly  all"^ 
vocational  schools.   Labor  demands  that  there  shall  be  taught 
the  meaning  of  distributional  ijiowledge  and  that  the  safest 
guarantee  against  economic  exploitation  is  a  ioiowledge  of  the 
subject  matter  of  the  economic  production  of  wealth.  Labor  " 
realizes  that  no  person  is  so  poor  as  he  who  is  poor  for  the  lack 
of  nlgher  wants,  that  in  any  well-ordered  school  curriculum  ample 
provision  must  be  made  for  the  best  use  of  leisure  as  may  be  ex- 
pressed in  the  fine  arts,  languages,  music,  literature,  acting,  or 
any  knowledge  that  improves  leisure  moments. 

10.  Labor  has  an  attitude  on  the  subject  of  vocational  educa- 
tion because  it  believes  that  in  the  vocational  education  movement 
there  will  develop  opportunity  to  present  the  subject  matter  of 
labor's  problems.   It  is  to  the  interest  of  labor  that  labor 's**^ 
interests  be  represented  in  the  vocational  education  programs, 
'■^•'hiB  is  necessary  for  labor's  interests  in  the  vocational  educa- 
tion movemont.   "hen  labor  sees  to  it  that  the  children  of  those 
who  toil  are  taught  by  teachers  who  have  been  trained  in  the  in- 
dustry they  teach;  who  know  that  the  trade  they  are  imparting  is 
only  a  small  part  of  an  ethical  code  of  labor  and  labor's  claims 

in  the  social  order;  it  is  then  that  labor  can  begin  to  exert  its 
xeal  service  in  the  cause  of  vocational  education. 

11.  Labor  has  an  attitude  on  the  subject  of  vocational  educa- 


llH  '^XiB©a  at   ^oii^bcidi  edi  won   ai   aa   ^X^no  t  Jot;i>oiq   so    Jen   llmia 
ta%ijiiJ  f3(.i  .alooftoa  luflciitBoov 

lOdBil      ,rfd'£i<9w  Ic  no iJotfJaonn   oimonooe  ©rii^  lo  let^fam  i'o© 

ioj; .  -"   ■•  J^'^i   se.'  ■  ';■  '■  '■ 

oLqms  awluott.'xiio  1(  uwit>J3io-iXew  v*J=*  ^i  j*!u»i    ,aj^xi«w  teii-jia  to 

-xe   "^d    .  iueieX  lo   eat;   Jaed   srf*  lO't   eibfim  s<f  J-swra  noc^ivoiq 

10    ,yiiijy^i    ,  .uji__L    (Liic^ij.:    ,  c»;5iUi  ;^iiJ.',j.    ,-r,J"ie    enl._ 

.ecfaeiiioffl  eiwaieX  asvoicpni  ifai^t  9^i>eXwofui  ^aa 
■stxabe   iBaOkico:  .j-nftrdxrR   arid'  nc,   sbi:ftJ:tB   np.   sa:.   -^odnj. 

tnamovoin  ncrJ"BOiJi)e  Xaixoi Jboov   aiiJ  al  aevsiiacl    ui    saijHO&d  noict 

•  aaiBasoaq  noiJaoub©  XeaoiJaoov  ©rf*  at  ^©d'ne&eiqe'x  ©cf  eJeeieitfli: 

n'J  Hi   ^©nijsiT  £x©0(f  ©van    orfw  atieiioae^J  i^d   ii^ 
af    -•fr/taqmi    9ij3   ^^eri-J"  Bbaii  e'i  !  b 

acu-aXii  a'tocfaX   baa  ■sod.eX  io   sJdoo  XdoxaJe  aa  lo   S'laq   iXiS.ub 
8Jt    Ji9!xa  oj   aigod  nao  lodol   isd-f  neni  e  iiehio   Xi^iooe   »AS  ai. 

-30t>f)s  LBiioiiBOQ-v  Io  ;)'aetdif8   ert^f  co  ©i>ifJl;t*Q  ao  sbh  aooaa     «XX 


tion,  because  it  cannot  help  but  realize  that  in  the  scientific 
management  and  consequent  organization  of  industry,  there  will 
be  eliminated  most  of  what  economists  know  as  "economic  waste" 
in  the  production  and  distribution  of  economic  goods;  that  by 
the  avoidance  of  unnecessary  duplication  in  business  enterprise, 
by  the  elimination  of  skill  due  to  machine  specialization,  and 
the  substitutions  of  mechanisms  for  men,  there  will  be  such  a 
release  from  the  drudgery  of  labor  that  a  much  greater  share  of 
leisure  may  be  shared  by  all  workers, 

12,  Labor  has  an  attitude  on  the  subject  of  vocational  ^ 
education  for  the  very  good  reason  that  it  has  always  nad  an 
interest  in  educational  matters,   in  the  development  of  a  free 
public  school  system  in  the  united  States,  organijjed  labor  played 
the  most  important  role.  .M-bout  the  only  contribution  iunerica 
has  made  to  education  is  a  l^&i^ii,   public  school  system  and  the 
FHiSjS  part  of  the  system  is  due  to  che  militant  interest  that 
organized  labor  took  in  the  general  education  movement  during 
the  early  half  of  the  nineteenth  century, 

13,  Labor  has  a  very  decided  attitude  on  the  subject  of 
vocational  education  because  it  realizes  there  are  other  Inter--^ 
ests  bidding  for  the  control  of  the  vocational  education  move- 
ment whose  internsts  in  the  subject  are  widely  divergent  and 
often  antagonistic  to  the  interests  of  organized  labor,  that  is, 
the  interests  of  "Big  business",  manufficturer 's  associations. 


J   »J  -*  .O  .  '    i 


»«-t1:   a  lo   trraiMctoletrs 


XI  ^V     rtte^,;      lY.I^^-       ....  Oirnot;,_ 

^jcf  ;tBX{J    ;8ioo^   olraoaoo  VcttHlb    r>rf«  not,toj:rbotq   »r{;f  n't- 

&  dons   ed  IIlw   eteriJ    .nem  TOt   arne  rneriosoi  1:o 'snotJ-ir-tlitBcfiis    Qri* 

.819XTOW  lis  ■^d   Ij^if^iia   9cf  ^flia   siixaieX 
:o   efiifJ"!  .••tp,   nr:   a.or{  lOdBj      .SI 

.11      .a'seiiaci  lanoliAoabe  at  tee-Letat 

f)9T{8i"q  lodsi   ber  irr-^iTO    ,'r!9^sj-ti   be;)-rnu  ©rf^  nt   raeleYB   loohos   uilcftrq- 

aoltiyivt-  iiuxj  .  JXT.Jiiuii    \;,ln.L  jjjo'ji*      .0X01  j iXij.f'xoqmt   Jsoai   an? 

erij  iflij  ai»3^ay;a  Xoorioe   olimq  :\:,tfaQSJba  oJ   8i>3fli  aaxl 

^ix'ujo   vfao.uiivo^:  ai-xi;*o>;x)&   l3"xon83   ©ciJ   ax  iooj   loa.a   basinja^io 

.^lij^neo  iJflfctejtenin  ex£;J^  lo  IXari  AjXiee  ©rf;*^ 
lo   loer.rfuE    SiiJ   nc   eSxrJ'l.rd-i?    he^rr.sF)  vr'^:  sri   tocf.3j:  ■    .SI 

-toJai.   loiuo  ertB  eaaxiJ   ettsxi..i8-t   Jx   ea^soitQ   noi..t£,ojjf)e   I^aolJaoov 
-avoiu  floii'eojji)©  IsfioiJaoov  airf*  lo   Xoi^-xioo  erlJ-  tol  ^alhtid  acrae 

,8i   s&iiif   ,iod«i   besia^io  to  8Jf8ei8J"ni   8i1t  oj  o±X8xno:^3^na  tfei"lo 
.axiolJa tooesa  a'-ts-iuTotitxjjiac!   ."eaaxtiaxrd  T^id"  lo  B^faeis^rni;  eiii" 


employer's  associations,  and  employers  of  labor  in  general.   Labor 
realizes  clearly  the  fact  that  the  interests  of  labor  and  cap- 
ital are  not  wholly  the  same  no  matter  how  much  we  desire  them 

to  be  identical.   Labor  is  emphatic  in  its  demands  that  its 

well 
children  shall  not  be  trained  "Hands"  for  the  exploitation  of 

those  who  make  a  profit  from  their  industry.   If  there  is  one 
lesson  above  all  others  that  the  late  war  has  taught  us,  it  is 
the  refined  brutality  of  the  Prussian  vocational  education  sys- 
tem,  'x'he  perfection  of  the  Uerman  industrial  supremaoy  was  due 
to  the  fact  that  Germany  made  it  imperative  that  the  youth  of 
her  country  should  be  "consecrated  and  sacrificed"  to  a  voca- 
tional scheme  wherein  the  youth  of  the  country  were  as  carefully 
moulded  to  fit  the  industrial  scheme  as  the  machines  themselves. 
Labor  wants  initiative,  not  submission,  in  industry,   inis  view- 
point necessitates  the  inquiry, "In  whose  interests  is  vocational 

education  to  be  conducted?"  Shall  it  be  in  the  interests  of  the 

voo-6  on;  T 

employer  (vocational  education  with  the  education  left  out),  the 

creation  of  a  willing  group  of  wage  earners,  trained  to  fit  into 
the  machines  of  the  employers,  or  shall  vocational  education  be 
conducted  for  the  purpose  of  developing  intelligent  workers  satu- 
rated with  the  ideals  and  dignity  of  labor?   if  one  can  enter  into 

the  setting  of  this  situation, the  attitude  of  labor  toward  voca- 

y  b« . 
tional  education  can  be  easily  understood, 

14,   Organized  labor  has  an  attitude  on  vocational  education 
because  it  is  hoped  that  the  knowledge  of  vocations  therein  gained 


mef'-J   Biiaei)   aw  rioi/ox  wori  le&i^^  omaa    eriJ"   v!;-tl£>rfv    '  -o  LbH 

^i  ijj'ioiqxe  9ilJ  loi   "8Jbfi.»xi'    ieaie'Xd^  eCt  it-Oil  XXanii  aeTiiiiAo 

9ffo   gj:    btsftd'  "il      .\rx;^au6ai   iJtoaJ  raot^  ^tliotq  n   aii^m  Oiiw  d80/i;f 

c:  J,  ,    :  .     :_3U.-.-;o  l;-.  v.      u" -•  -  ■.  v  r^  *  d  j- 

-a-yj;.   nojtJsowfee  laiioiiaoov  aaiaautx  ©rid"  lo  Y«*^iXfi-'"*'^"itf  beai^ei   edt 

-aoov  3  oJ   "f)9oi^J:iy38  Jbns  jbeJBioesaoo"   ed   JbXuorls  v:iJmfoo  -xert 

Y,£lisJ&iP.o  83   Bisw  v-rJ-fluoo   erlJ-  to  rij.uov:  9f^<J"   -Txeie:'?;  9n?r*oe   lenot* 

XfifTi  f.tanov  ai   3^3913  Jilt   eaoiiw  nl"  ,7t  rjronr   srfJ'  soJisiJtnaeosn  ^niocr 
Sfij  "io  aJuQiiiJaj.    a:iJ  ax   sa   O'X   ii^uiw   "  v^eJOiii-xiOCj    sg   oj    au i J jauiJ :.';■> 

o.t  •\r,Ti^Rit    ,aT3.Tii^(5   9-^sw  to   rruoi-a  -Qiflrlltrr  a  Iro   ffottsaio 

9d  iiox««ui.j-.©  Uuv/XJaucv  ixijiis  10    ,an6-^oxtjiuo  saj  xt   asiixiit;-.,!  wnj 

-iXi^aa   etwliow   Jna^tLlBiii.    giniqpXevei)   to    9eo<tiW'i    e:U   lol   6e*oi;bflOo 

o,tr, ;      f^r-.  f.  Mao   enc    1.       . -.  ..  ...    io  xj;r.trfaJ:£)   ban  elBobi.   sdi  d&tv9  boSet 

-auo7   Diana  J  ,%od.3x    io    •ahuixiii^  eriJ,aoiJB*rJx3  &xaJ    io  ^axjjoa   eiiJ' 

.i)00J"3'i9l)au  ^Xieae  etf  xtao  floxJBoxrfio  lanoit 


will  offer  some  release  from  the  blight  of  poverty  that  it  is 
now  the  curse  of  labor  to  bear.   When  three-fourths  of  the  labor- 
ing population  is  underfed,  under-clothed,  and  under-educated, 
chiefly  due  to  the  problem  of  poverty,  it  well  behooves  labor 
to  become  interested  in  the  poverty  problem  or  it  will  sink  to 
still  lower  depths  of  degradation  and  dependence.   The  question 
of  poverty  is  perhaps  the  most  far-reaching  of  all,  for  such 
phrases  as   "democracy"  in  industry,  "equal  opportiinity",  etc., 
are  meaningless  when  sixty  per  cent  of  the  wealth  of  the  united 
States  is  in  the  hands  of  two  per  cent  of  the  population  and  two 
per  cent  of  the  wealth  is  owned  by  sixty  five  per  cent  of  the 
population,* 

It  shall  be  the  purpose  of  this  thesis  to  establish  beyond 
a  reasonable  doubt  the  fact  that  labor,  be  it  organized  or  un- 
organized, has  and  will  continue  to  have  a  most  vital  attitude 
on  the  subject  of  vocational  education;  that  its  attitude  and 
record  in  the  past  is  of  such  character  that  it  may  well  be 
proud,  and  that  its  attitude  at  present  is  in  accord  with  the 
best  that  has  been  thought,  said,  and  done  in  the  vocational 
field;  further,  that  labor's  attitude  is  determined  by  the  sta- 
tus of  laborers  as  wage  earners  in  an  industrial  system,  that 
whatever  this  attitude  may  be,  it  must  be  interpreted  in  terms 


From  the  Manley  i^eport  of  the  industrial  xielations  GomLdttee, 


sx    .tt   tsrfJ"  yttevoa  to    ^riri,tL(i   erlJ"  moil    ssroIoi   eniorj   is^lo    II  tw 

-iua.i-L    diij    i  iJuUi-oair.J    as;  ....  •.    u  aciiuu    &;iJ    \'/on 

,beJ^aow£>o-i©JbajJ  i)fls    ,6ejti;folo— x©J)m;   ,bet^ei3xuj  el  noxi'aXifqoq  gnl 

■xotfal   nsvcodod  IIow   J-?    ,'!j;)"i9vca  1o  ,^91^01'^   er)  .        .Ltetrfo 

floijasup   ariv      ,eonei)neqeb   brta  flolJ^jsiie^aefi  to  erlJqefe  TewoTXIi^a 

riowa   io"i    ,IlB   5:0  ^gnrdossi-ia"    Jaom  sxiJ    srrRiiorf  af   vttsvoa  'i-o 

,,.'jJ"Q    ,"TiJi:nirj:tO(iqo   XsiJpa"    ."^tJsifoni:   ax   '  Tjosiooffie;:        aa  sessiaq 

betlnj  edi  to  rftlaew  ertJ  3-0   Sneo  leq  ijJ'xla  aorfw  saelgninBeoi  »*xb 

o»r}"    hnfi  no  t.t",Ii;croq  ertJ  "io    JTrer;    tot   ow:)"    to    r  bnii^/i    f*d:f   nt    a  f-    ast.Rjg 

oiiJ   10  JflQo   IS  ,    dvxi  ^Jxia   '^d   ij&awo   ai.  ciilBQfj  ©nj  lo   J-neo  leq 

*.nol;J-BliTqoq 

^;^9    oJ   8ise^>  lo   9fj  .,    9cf   jr^.  >••:    >t 

-iu    10   x)6sxaji3iio   J"x    ed    ,iOiiaI   ieAS  toni   &ciS  tcfxfoJb  eldanoaaet  b 

9i)Xf;^£Jd"B  iB^t^iv  tBoc\  H  BVBii   OJ   Bitaltnoo   Iliw  orts   aari   ^besifiB^io 

f,,T.-   ^^tl.t^  r.trt  rt.ti  iJaoor  to  ;l"09ocfire   erf*  no 

3d   Xlew  \ijsjai  J^x   Jail  J  iQiOtsiaaij  tiujja  lo   ax   ^aaq  erf  J  ax   bioo&T. 

•3\\$  riJ^iw  f)io;r3J2  nl   ai   Jfi989tq  Ja   e^u^itta  ail   tstii  baB   ,fcuoiq 

'"""-rfiL-  -    .    ,„  ■■"■    '''"^    ,  bx38    ..t'"^'  ""f-^    ■tp.ecf 

ado    ^(i  i)eaxffli9ifisb   bx   ebui"  Li'i'a  e'lodai   Jij.iw    « xfc»xi>J''ii/l    ;i)i9J:l 

iiJi  J"    ,aie>fs^8  laliiBssbni  ns  ai    anemBe   a'gsw  aa  atetodsl  lo   bjxJ 

auito     i.r    He.TotL  ,  9cJ  YOffl  9l)x/ct_;j         •      t  'xeve;tBriw 

.99J'ti..unoO   aaolJ'8l9ji  ItJii^J-airijrti  arid'  lo  ;)"ioq9.-.  ^el       .      H  snoil* 


10 


of  the  economic  life  from  which  it  receives  sustenance  and  sup- 
port; that  this  interpretation  manifests  Itself  in  nearly  the 
whole  round  of  the  laborer's  life;  hence  labor's  insistence  upon 
an  exhaustive  program  for  vocational  education;  further,  that  while 
labor  may  look  upon  some  of  the  efforts  of  vocational  education 

with  more  or  less  suspicion,  yet,  on  the  whole,  organized  labor 
• 

is  in  favor  of  an  extensive  program  for  vocational  education, 
providing  it  has  a  liberal  share  in  its  direction.   Labor  is  in 
the  vocational  education  business  because  it  wishes  to  control  it, 
which  ia  the  very  reason  why  any  other  group  is  in  it,  and  in  the 
main  it  seeks  th: s  control  because  through  the  vocational  educa- 
tion curriculum  it  can  best  propagate  the  ideals  and  aims  of  or- 
ganized labor. 


-qjj-i    .jiij',    acvu.  ■  juaijU'-'     ■  .'.0 

6ti;T  Ajlisea  ai  tleaJr   aiaetla&si  nc iJaJeiqnejni   airft  ^Bft*   ;  ^Tioq 

rroqij  ©orrets.  '  :    ;        .  ;  teiocfal    Q!i&  lo  Jbittio-t   alorfw 

flo  ^aaoii.aaov   to   sd-iotle  ©riJ  1g   »mo3  aoqtj  tLoo£  ^jb®  todsl 

lOc  ',^  i:«fjr3'io    .elortw  erit  no   ,te\r   ,notot:cf  ef  to   e«or  rftfYr 

,  .ii^c^'i  oi   ex 

ni  .«ot3'os:iiJD  sifi  al  eiane   laiedli  b  aan  Ji  gnifclroiq 

oitttor:  jrfacw  ir^oscf  seBfiiajJcf  aolino'iiba  iRnoitf-oov   orit 

,  ;x   ill    8x   qijo'i-§  ipujo  y,aa  •\jxiw  nosiJoa  ^^lav   an      -.      rtoinw 

-tfojjbe  :J"B00'7  Ligx/oii'.J'   QSisaQsd  lor&cioo  iTlese  itl  atam 

-'to   '!:>..    ->!,)■_      j.>(i'j    fil«ebi  of.B-^p,n  mulwcifiwo  no^t 

.iocJi!i  iesxnB-s^ 


UHAP'Jiiiit  TWO— ffHifi  ifiCOi^OMIG  ifHAMiiWORK 
OP  OUK  bOGIiiL  JiTHUGTURii: 


Before  an  intelligent  understanding  of  the  interests  of 
labor  can  be  acquired  on  the  subject  of  vocational  education, 
there  must  be  kept  clearly  in  mind  the  enormous  importance  of 
economic  considerations  in  our  daily  life,  aix   exaggeration 
of  this  economic  factor  can  hardly  be  made.   If  it  were  not 
for  this  economic  background  shaping  and  directing  the  move- 
ments of  labor,  industry,  and  education  too,  there  could  be 
no  problems  for  vocational  education  to  solve,  and  no  variety 
of  interests  and  attitudes  for  labor  and  for  industry  to  strug- 
gle over.   In  none  too  ampliatio  terms  is  it  slated, 

"The  material  framework  of  modern  civilization  is  the 
industrial  system,  and  the  directing  force  which  animates 
this  framework  is  business  enterprise.   To  a  greater  extent 
than  any  other  phase  of  culture  modern  Ghristendom  takes 
its  complexion  from  its  economic  organization.   I'his  mod- 
ern economic  organization  is  a  system  of  industry  based  on 
capital,  'The  modern  Industrial  system'  so  called.   Its 
characteristic  feature  and  at  the  same  time  the  forces  by 
which  it  dominates  modern  cultxire  are  the  macnine  process 
and  investment  for  profit."* 

It  must  follow  from  even  the  most  cursory  observation  that 

modern  business  is  dominated  by  cnnsiderations  of  loss  and  gain. 

Investment  is  made  almost  solely  with  an  eye  to  a  profitable  re- 


*William  T.  Veblin,  "Theory  of  Business  ii-nter prise." 


X. 


c^-JliOli 


inoiJi 


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u  3'lb. 


V:j  ft  :,Ti^' 


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0 

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12 


turn  upon  capital  invested.   Business  is  capitalized  more  and 
more  upon  this  Toasis,  that  is,  profit-yielding  capacity.   Accord- 
ing to  good  business  ethics,  a  reasonable  profit  is  normally  ex- 
pected from  any  business,   i'his  is  the  pace  set  by  business  enter- 
prise and  persons  who  work  upon  other  bases  do  not  stay  in  business. 
This  form  of  business  principles  and  customs  has  come  about  by 
virtue  of  the  fact  that  the  employer  of  labor  with  his  capital, 
and  the  laborer  with  his  productive  power  applied  to  the  natural 
resources  of  the  earth,  produce  a  social  surplus.   The  object  of 
the  employer  is  to  secure  as  much  of  this  joint  enterprise  as 
possible,  and  it  is  the  problem  of  the  laborer  to  retain  as  great 
an  amount  of  the  same  surplus  as  he  can. 

John  iiobson*  points  out  that  there  are  five  relationships  to 
be  considered  in  the  co-operation  of  capital  and  labor  in  a  trans- 
forming process. 

1.  The  ownership  of  the  laaterial 

2.  The  ownership  of  the  tools, 

3.  The  ownership  of  the  productive  power. 

4.  The  relationship  existing  between  the  xmits  of  labor, 

5.  The  place  of  workmanship, 

**"Under  the  Gild  System  the  material  was  sometimes  own  by 
the  master  workman,  and  sometimes  by  the  consumer,  the  tools  usu- 
ally belonged  to  the  workman.   The  workman  furnished  his  own  pro- 


*  "involution  of  Modern  Capitalism." 


"iiconomics  ajid  Industrial  History,"  by  H.  W.  Thurston. 


hOJa     Mi"-'. I    WU-LXi^-J  K-\''     c;  t     SbS;;  .  ,L't"J  ^.  ti -J  l '\LJ 'J    auqjj    nix' 'J 

^bioook     ,-%^l!i»qao  ^nibiBtZ'-trtoic[   ,aJ  ,    xeflrf  alrfJ  aoqn   ©70oi 

-X8   ^liamton  at   StJoi-i  slrfonoeao-:    •»,r;o{:;i?e   aaeniaurf  fcoo^   ot  -srri 

-is;fno   aaealewd  ^cf  Jsa    aoaq   enj   ai   si^-t.      .aaeaxaxid   'saa  aio-xi   joejoeq 

'^niauo  >i)   Bdsstf  i6fiJ"0  aoqxi  a[io»f  .noaieq  6nc  ealiq 

•■>   fijtn  Bfllfl-tnnfTO-  ssanfairrf  "i-o  mTo"?    aiif2 

itJiw  lOUiJi  io  •xs^oiqae   an."  sujacv 

Isiu^ifaa   Sit*  o*   betlqqs  Tcewoq  ev;  tq  Blrf  n  aiodsl   erit   fins 

iasi?.  HZ  ^Ai  ^o  meio  tt  fins    «eX 

0*   Sq^i  leaox JaXei   evil:  si-s   aisad'  SnaJ   iiju  ad'iiioq   ^ncbu^ 
-sxibie;!^  b  at  lotfax  fiaa  Iditiqao  !t.  foieqo-oo  9dt  al  Bftisbtamio  td 


.-  "    ^  exiJ  lo  .  ^ 

•nodiix    to  Qttiw  6ri*  fleew^sd  ^nl3"8xxe  <     . 

,qiii8naij3iicv.' 


^d  nwo  8oaixJ"©moa  asw  laiteJisui  edi^  n?o*ei^ci  bll^ 
-oict  ■"■'•'*^  °-^^  i»»r«i Xxi-xxi X  ii'5i,iKioA-  t)'         .         .ION  oi.i.7  cj  nii-'^aoioo   ^Ilb 


.aoj^  .  .    .H  ^d   ".^cif*^  ^I^  ^"*   80X, 


duotive  power;  the  relation  "between  the  workers  were  those  of 
appreotice,-  journeyman,  and  laaster  workman,  who  were  usually 
neighbors  and  socially  one  about  as  good  as  another,  and  the 
workplace  was  the  laborer's  home,  the  nome  of  the  master  work- 
man, or  the  home  of  the  consumer  who  was  having  the  work  done. 

"Under  the  Lomestio  "System  the  tools  usually  belonged  to 
the  workman,  but  sometimes  to  the  master  workman,  or  to  their 
common  employer.   The  r.-aterial  was  owned  by  the  employer,  the 
motive  power  or  skill  was  still  largely  tnat  of  the  worker.  The 
relations  of  the  workers  were  still  those  of  equals,  though 
the  employer  might  be  far  removed  from  the  workers,   '^he  work- 
ers who  performed  one  partial  process  might  be  far  removed  from 
those  that  performed  another  partial  process,   i'he  workplace  was 
usually  the  shop  of  the  ixiaster  workman. 

"Under  the  ••'actory  ^^ystem,  materials,  tools,  productive  power, 
and  the  workplace  have  passed  completely  out  from  the  wage 
workers,"  The  social  relation  under  this  system  no  longer  re- 
tains its  personal  interetit,  and  hence  is  iion-operative  as  an 
economic  factor. 

It  might  be  asked  that  since  there  are  only  five  relation- 
ships and  these  have  been  lost  in  the  industrial  revolution  and 
the  development  of  the  factory  system,  what  is  there  that  remains 
for  the  worker?   There  remains  for  him  just  one  possession,  his 
labor  power.  This  he  must  take  to  the  labor  market  just  the  same 


-     .  'JPW    rXi>(3    TO    tB'                 jtcw 

-81  1               Oix  mBib  joa   9/ 

Its    8  (     9Vi                     -  , 

Bit    ,aoiasaaaoci  aao  i^aui;  «iii  »oi   Bnl^nex  pi-.     ^      ?"tS2iiow  aiiS  vA 


:  I  '  ■  ■  J  rj  -» J  ' 


as  any  other  commodity  and  its  value  on  the  market  depends  upon 
the  supply  and  demand  as  is  the  case  with  other  coiiiinodities, 
i'or  the  employer  it  is  an  indispensable  factor  in  economic  pro- 
duction.  It  is  apparently  to  the  interest  of  the  eciployer  to 
have  many  competing  units  in  the  labor  market  seeking  employment, 
for  this  reduces  the  market  price  of  labor.   It  to  the  inter- 
est of  the  employer  that  these  labor  units  be  highly  skilled, 
hence  his  interest  in  vocational  education. 

■^he  significance  of  this  to  the  wage  earner — there  are  many 
of  him — is  that  in  the  industrial  transformation,  due  to  machine 
industry,  the  laborer  has  lost  control  of  the  necessary  forces 
that  once  made  him  a  relatively  independent  human  being.   In  the 
more  primitive  forms  of  industry  the  family  unit  was  the  indus- 
trial unit,  and  around  this  organization  there  clustered  the 
group  of  economic  activities  that  sufficed  for  a  more  or  less 
complete  mode  of  living,  '-^he   lives  of  our  grandparents  illus- 
trated  forcibly  this  status.   On  their  farms  the  raw  economic 
goods  were  produced;  in  their  shops  and  by  their  firesides  the 
raw  material  was  transformed  into  the  desired  utility,  and  in  the 
same  environment  these  necessities  of  life  were  consumed,  xvela- 
tively  speaking,  our  forebears  enjoyed  a  greater  measure  of  econ- 
omic security  than  the  wage  earner  of  our  modern  industrial  system, 
because  the  whole  economic  process  from  production  to  consumption 
was  under  his  own  initiative  and  control.   Of  course  this  situa- 


.  i_i;;iun>  :.!       it,.  IJW      lyii'      aj3 


;fT9<Yfi t  •^((l   n  rev.oT 


-TS^nl   erf*   0*    ■:       .torfflj 


,::'eiLx:nK    Til;:.]^!.;    on 


i^tQOisbe  lot 


sao' 


axf*  BoTioitstrl. 


loiai- 


myciejoax   ifilsv. 


•fi^   ai — : 


roTOt" 


tviJuij  oiin. 


■r^f 


3      ■     -.  J      I,  .' 


n^4  iTii; 


-n.. 


.^  a rtfj&udi  0  1 


■•St 
.laa 


vaj 


tion  will  never  return  again,  but  there  are  luore   and  more 
workers  who  are  beginning  to  feel  that  since  their  power,  con- 
trol, and  independence  in  the  economic  world  has  been  lost 
because  of  the  separation  of  the  worker  from  his  interest  and 
possession  of  the  means  of  life,  that,  to  regain  this  power,  con- 
trol and  independence,  he  must  regain  a  greater  control  of  the 
economic  necessities  upon  which  his  life  depends. 

The  greatest  power  in  the  world  today  is  economic  power. 
Also  the  greatest  dependence  is  economic  dependence.   In  our 
present  wage^^systera  of  industry,  the  wage-earner  must  eecure 
employment  in  order  to  live.   In  other  words,  he  must  have  ac- 
cess to  capital  goods  in  order  to  exist,   'xhe  owner  of  capital 
naturally  wishes  to  state  the  terms  upon  which  the  worker  shall 
have  opportunity  to  work.   In  a  very  true  sense  of  the  word,  he 
has  the  power  of  life  and  death  in  his  hands.   Undoubtedly  the 
worker  must  feel  that  when  any  person  can  dictate  to  him  his 
hours  and  days  of  work, where  l^e  shall  work,  and  how  long,  and 
whether  he  shall  work  at  all  or  not,  the  price  he  shall  receive, 
the  conditions  entailed,  etc.,  that  this  person  somehow,  some- 
where, or  in  some  manner,  owns  him  only  in  less  degree  than  did 
the  feudal  lord  of  the  past.   All  this  is  a  part  of  the  economic 
framework  of  society  and  in  specific  terms  it  is  at  the  base  of 
labor's  problems.   On  the  other  hand,  labor  is  militantly  organ- 


(J  io 


•ts  oL   no 


;)ndh( 


tuo  rrl 


lijfc 


93iT.o; 


hr       , 


-lfc'--.;?Mo. 


6  ^a*^ 


.  It?  J 


'rj  X  A 


•j     0&     K 


•d[^   leal   J'SJLM  10/ 


-i3. 


hi  5 


.e.i    fif 


-n 


oiq  a 'nodal 


16 


ized  in  many  cases  to  prevent  its  exploitation  and  to  protect  its 
interests  at  every  point.   Otherwise,  "strikes",  "lock-outs",  and 
"boycotts"  would  have  no  significance  or,  in  fact,  no  existance. 
The  scope  of  economic  forces  that  seem  to  form  such  a  dom- 
inant position  in  our  social  relations  has  given  rise  to  an 
explanation  of  the  world,  and  of  history  in  particular,  called 
the  "iiconomic  Interpretation  of  History",  "iiconomic  i/eterminism", 
and  "Hi  storlc  iiaterialism".   While  it  is  true  that  economic  factors 
have  been  neglected  by  historians  in  the  past,  it  is  also  true 
that  economic  factors  cannot  be  made  to  explain  everytning,  iiow- 
ever,  the  layman  is  far  too  prone  to  err  by  neglecting  economic 
influences,   it  was  Mark  Twain  who  said  that  "i'here  were  reasons 
and  reasons  and  then  there  were  real  reasons".   The  real  rei^sons 
are  usually  the  economic  reasons,   ^iconomic  determinism  weans  that 
the  things  we  do,  the  thoughts  we  think,  and  the  laws  we  make  and 
the  ethical  codes  we  practice  and  preach,  are  determined  chiefly 
by  the  way  in  which  we  make  our  living.   That  is,  our  economic  rela- 
tions.  The  following  illustrations  make  this  point  clear:   The  great 
city  with  Its  millions  of  people — unknown  before  tiie  industrial  re- 
volution— is  an  economically  determined  institution,   it  is  nothing 
more  tnan  an  industrial  enterprise,  and  is  made  possible  because  of 
centralized  machine  production.   "Wars  and  rumors  of  wars"  are,  and 
always  have  been,  determined  chiefly  by  economic  considerations. 
Of  course,  when  they  are  waged,  all  sorts  of  reasons, ethical,  patriotic 


ax 


jLiJS'i 


.lavs'i  yoa-ia   ''■'■:  ■  :   ns.   -Dssi 


tCiD-nrf" 


'!>«     1* 


IfllOOr. 


IlJQI     i^l 


,      v» 


if   ert.' 


olloi-ioa-i    ,iii;>x-i^e,aao<4*33'i  lo  aJioii   ixa  ,ii«iiiA  oxj^  ^tsuj  nyiiw    ,b£.iiJOu   -  ■ 


and  otherwise,  are  given  and  should  be  emphasized,  but  these  are 
not  so  exclusive  as  they  are  said  to  be.   In  the  last  analysis, 
when  the  final  arbitration  boards  meet  to  make  final  adjustment^, 
economic  considerations  that  have  been  in  the  backgroxmd  during  the 
performance  come  to  the  front  and  final  settlement  is  made  almost 
solely  upon  the  considerations  of  economic  terms,   -i-he  whole  list 
of  such  coLjmon  every-day  terms  as  tariffs,  duties,  excises,  monop- 
olies, trusts,  "swollen  fortunes",  "combines",  etc,  are  all  insti- 
tions  that  are  economically  determined.   Interstate  commerce  and 
all  the  laws  that  pertain  to  trade  and  industry  and  the  welfare 
of  the  workers  therein  are  economically  defined, 

iilven  such  popular  movemants  as  "2he  safety  first  movement" 
has  at  its  roots  the  economic  fact  that  it  is  a  profitable  edu- 
cational campaign,   ■■^•'he  real  reason  for  the  "safety  first  move- 
ment" is  economic,  and  the  educational  part  of  it  is  not  much  more 
than  a  by-product, 

Basic  economic  considerations  are  traced  on  policies  that 
hage  always  been  popularly  claimed  as  purely  generous  and  pnilan- 
thropic,  -cor  example,  our  so-called  "Open-door"  policy  toward  1/ 
the  immigrant.   We  have  always  congratulated  ourselves  upon  the 
thought  that  we  were  generous,  liberal,  and  even  solicitous  of 
the  welfare  of  the  immigrant  that  we  welcomed  to  our  shores.  But 


■fciciiils   &ba::  e-  alii--  oJ    q 

-      .  ■...-;■  D.-    •.i.jcao;  SiiOijjtj-i-  J  0aJ   acij^j   ^i.©*os 


-j:ji>e   eld'ijli'tO": 
-SVOiu    J:-:iiX    \J^li 
Joe   t; 


as  8/ 


':)<!  fio' 


iOJJ^iiO 


.J^aJ"  oelolloq  nc 


ebtanov   oi 


s'jpwIj^   0"^3rf 


iev7   ©w  ^J'^rfJ    Jrf-airorf* 


•   'i^  -  iotiif.'  •  iji.j.iuflii    sflJ    '±0   Q-itftLitv  &tii 


18 


just  now  we  are  not  feo  interested  in  his  welfare.   In  fact,  Just 
a  few  days  ago  Congress  passed  a  law  that  for  a  number  of  years 
practically  excludes  him  from  our  shores,   i'he  change  in  attitude 
is  due  to  the  ff:ct  that  the  immigrant  was  a  necessary  factor  in 
the  early  development  of  our  country.   He  was  an  economic  necessity, 
More  than  that,  he  represented  a  golden  stream  of  wealth  for  the 
United  btates.   But  since  our  natural  resources  have  diminished 
and  the  labor  problem  has  become  acute,  in  order  words,  since 
he  is  no  longer  economically  profitable,  we  take  a  cnange  of  atti- 
tude in  the  matter. 

Just  to  what  extent  the  Vocational  movement  is  an  economic 
one,  it  is  very  difficult  to  say,  but  very  lively  economic  consid- 
erations determ.  ne  its  origin,  growth,  and  trend  more  than  all 
other  considerations  put  together,   ^here  is  a  general  belief 
abroad  in  the  land  that  the  movement  is  very  closely  allied  to 
modern  industrialism,   ^he  following  quotations  from  very  dis- 
tinguished educational  autriorities  show  this  very  clearly, 

"The  fundamental  values  of  the  practical  and  vocational 
arts  in  the  secondary  school  are  to  be  determined,  of  course,  in 
terms  of  their  relation  to  the  economic-vocational  aim  of  second- 
ary education."* 


♦  n 


Principle*  of  'Secondary  i:iducation",  by  Iglis,  p.  575. 


at   "sotoel  ^•^ii^av.eor 

doula    ,&iiiow   xoii'Xb 
-ij-j-^  'r.o   & 


.  a'S-a't-I&v?  eirf  nt    be^Bftt^tqi   o^   +0; 


'^w  !^oft  teifli 


oxmoxioo6  oa  8l   J'aafflevotv. 


:rtt   to  xt   »r  :'h  et 

Jixoaq  TillBotmoacoe  19:9x101  on  al  erf 
claooV   eri*   JnaJx©  cf 


'bit:. 


;l9a[ix  "?a»\r  Jwu    ,v,Ba  oi   iluoltttb  vieyr  ai 


'"f  s* 


ot  ijaill-  t&aev'-  iit   brrsl   en  rvfB 

•^Iiaeir/  7.19V  axi(;r  worie   aetitio:  tua  LBaoliROisbe 

-inooea   io  mis  IjMioiJ-aoo7-oi:jnoaoo9  erld'  oS 


r-i         'T'^Q 


.  'i  V  ti       • 


,  ■^lOiJ'BOuJ&lii  ^lafcriooe 


*"Tlie  great  increase  in  the  importance  of  conspicuous  indus- 
trial processes  have  invariably  brought  to  the  front  questions 
having  to  do  with  the  relationship  of  schooling  to  industrial 

life." 

i'red  -i^onser  says,  in  speaking  of  the  vocational  counsellor, 
"He  must  .-^now  the  relationship  between  the  present  and  the  probable 
supply  and  demand,  the  relative  wages,  and  the  cnanges  in  methods 
and  devices  and  organization  affecting  the  workers  must  siLl  be  more 
or  less  at  his  immediate  command,"** 

The  corollary  of  the  Vocational  movement  is  the  Vocational 
Guidance  movement,   i'his  is  almost  wholly  an  economic  study,   i'he 
economic  character  of  the  Vocational  Guidance  movement  is  easily 
ascertained  in  the  titles  of  such  books  as  the  following:  "What 
Shall  Our  Boys  i^o  for  a  Living?"  by  ^harles  Wingate,  "Careers  for 
Coming  ilen"  (a  collection  of  articles  by  oallsfield  publishing 
Company),  ""hat  Shall  I  Do?"  by  J.  S.  Stoddard,  and  so  forth. 

The  reaction  against  the  educational  dominat  on  of  vocational 
education  by  those  who  conduct  industry,  both  employers  and  labor- 
ers, has  bee  L  so  violent  that  it  has  been  thougnt  wise  to  take  the 
whole  subject  from  the  hands  of  school  men.   'x'his  reaction  has  been 
due  to  the  fact  that  pedagogues,  as  such,  have  not  seen  and  have 
refused  to  see  the  economic  pnases  of  vocational  education. 


*John  Iiewey,  in  "i»emocracy  and  -"ducation,  "  p.  366. 
**"Readings,  in  Vocational  ouidance"  p.  110. 


-ai; 


to   ©Ofm;tioqjfli   eti 


tsat^  ©rfT 


♦♦♦ 


,~  ''■  U  i7:^'i:!0'>    i  l'»■•^.•  t  l".;^;: 


St. 


ItOJilOW 


rnd    B"- 


".»lil 


cJjjIei   ©dj    ,fc. 


» i* '  I-  '  a  »  i  i;  eiUL''. 


>£lqctif8 


r  to  ^"laXIotoa  oxlT 


TOt    81- Ob 


£>«    ferr       , 


•od  I 


.OJ 


il  ^ 


!OUl>© 


uJo 


.ddS 


£0 


The  purport  of  this  part  of  this  paper  is  to  show  that,  more 
than  anything  else,  modern  industrial  society  is  the  product  of 
an  economically  determined  situation  in  which  the  machine  technol- 
ogy sets  the  standards  of  conduct,   i\iearly  all  the  questions  of 
society  that  focus  finally  in  what  are  termed  attitudes  of  labor 
and  capital,  are  to  be  found  and  analyzed  in  the  light  of  this 
economic  framevirork,   ^he  purpose  of  this  chapter  is  not  to  4^dge 
but  to  explain,  not  to  blame  but  to  understand,   'xhe  inherent 
reason  why  labor  has  an  attitude  on  the  subject  of  vocational 
education  is  due  to  the  fact  that  vocational  education  is  an 
industrial  subject,  and,  as  such,  labor  cannot  ignore  it.   It  is 
a  vital  challenge  that  affects  the  laborer's  economic  status; 
whether  he  will  accept  and  control  it,  or  whether  hewill  reject 
it,  depends  upon  the  amount  of  interest  or  indifference  with 
which  he  views  it. 


lO    ttOT* 


-Ion 


&©j;io-    oxt'- 


as^I^na 


:;=3UdJJe 


.to  ebiii  kitx 


ilBOtssioaooB  tM 

■.biahnp&  fi  +  os  mo 

Oct  «is  ,Ia;f  ^n[«o  hna 
..s[\   -xod&l  \dw  noaaei 


^iX 


OitOJiu    xGdal    ,aoita   8us   «fif       ,      oldui- 
'  ,t  ©anal 


i&tttDai 


.91©  J;:, 


J"niiOGV' 


iv  en 


CHAPTiiK  THRBE— LABOR  ORGAiJIZATIOHS 

If  labor  unions  were  thoroughly,  in  educational  oircles, 
this  part  of  this  paper  might  without  much  loss  be  omitted. 
But  whatever  our  effort  may  be  to  disguise  it,  the  fact  re- 
mains that  labor  unions  and  labor  organizations  savor  of  a 
certain  lack  of  standing,  a  lack  of  honorary  status,  as  it 
were,  that  cannot  be  easily  concealed,   '^'his  places  upon 
labor  the  necessity  of  naving  to  explain  its  reason  of  being 
before  it  can  enter  with  dignity  into  educational  matters. 
Only  too  often  has  the  shop  teacher  met  this  significant  com- 
plaint of  the  solicitous  parent,  "I  don't  want  my  boy  to  be 
a  carpenter  or  a  blacksmith."  And  he  or  slie  asks  that  the 
child  be  excused  forthwith  from  industrial  work.   It  is  true 
that  education  is  doing  much  to  overcome  this  prejudice,  but 
the  faot  remains  thit  the  v>forthiness  of  such  labor  is  still 
questioned,   i^ver  since  the  iiistorical  epoch  in  which  Adam 
and  -"ve  were  rudely  ejected  from  the  Garden  of  i^-den  and  in- 
curred the  dreadful  curse,  "In  the  sweat  of  they  brow  shalt 
thou  earn  thy  bread,"  there  has  been  felt  the  lack  of  esteem 
due  labor,   ihe  essence  of  this  edict  was  the  deprivation  of 
a  life  of  leisure  and  the  entrance  upon  a  life  of  labor, 
i'ron  this  event  and  the  descriptions  of  the  raradise  to  come 


.0^i» 


Ic 


B  ano 


noqjj  ae 


ed  or  \ro,i   vja  *n- 


;0*iorIcs   8 


\t>o>is   Linji'iojaii'  it!. 
-iti    bna  fisb^i  Ito  aebnaa   . 

j  x.»  ■  ■ ' 

.i-U 


,Laai 


fi<nocy   oi    B3 : 


l}aa 


it  would  appear  thai  the  Lord  has  looiced  upon  the  lot  of  the 
toiler  as  being  the  most  inviting  the  day  he  quits  it.   The 
laborer  is  the  emancipated,  or  to  be  more  exact,  he  is  on  the 
way  to  emancipation.   He  carries  with  him  the  legends  of  ser- 
vitude,  x'he  Greeks  fixed  the  notion  for  us  .that  knowing  is 
more  worthy  than  doing,   ihe  labor  that  had  to  be  done  was  the 
work  of  the  slave.   Being  the  v/ork  of  the  slave  it  became  as 
disreputable  as  thB  slave  himself, 

irerhaps  the  most  real  cause  of  the  feeling  that  labor  is 
somewhat  dish  norable  is  the  economic  fact  that  labor  is  sub- 
ject to  the  dictates  of  another,  and  hence  indicates  the  weak- 
ness of  subjection  to  a  master.   It  shows  a  lack  of  independ- 
ence, is  therefore  inferior  and  unworthy  of  man  as  a  free 
being.   Labor  is  the  antithesis  of  leisure.   Leisure  means  the 
disposal  of  your  own  time  in  the  manner  that  you  choose.  Labor 
means  that  your  own  time  is  at  the  disposal  of  another.  Apropos 
of  this  same  thought,  Veblin  says,* 

"The  archaic  distinction  between  the  base  and  the  hon- 
orable in  the  manner  of  a  man's  life  retains  much  of  its 
ancient  force  even  today,   fcio  much  so  that  tnere  are  few 
of  the  better  class  who  are  not  possessed  of  an  instinct- 
ive repugnance  for  the  vulgar  forms  of  labor." 

It  is  needless  to  argue  tne  fallacy  of  this  situation;  it 

is  self-eivdent  to  all  who  stop  for  a  moment  to  reflect,  uhen 

educators  discard  the  infj.uence  of  leisure  class  ideals,  and  be- 


*Theory  of  the  Leisure  Class,  p.  S7. 


9£iJ  to  Soi   Bat  aoqu  h^jiool   etsa  broil  edt  ^ad^  tjBeqqd  bJjsow  ii 

eri«J  ,   ...  .  ■•  'J'tov.    :.  . 


-a 

■?ia©»''  e.u!"   Hot. 


tiO 


0  09    eAJ    BX 


■roth     9rf*    OCf    ;+ 


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come  enthused  with  the  notion  that  democracy  in  education  means 
a  participation  in  education  in  its  best  sense  by  those  who  wort 
(whether  the  work  be  mental  or  manual),  and  that  socially,  neces- 
sary work  must  connote  an  honor  to  all  wno  participate  in  it, 
the  old  educational  division  of  a  liberal  education  ior  those 
who  will  live  a  life  of  leisure,  and  a  practical  education  for 
those  who  will  live  a  life  of  toil,  will  be  discarded.   Just  to 
be  one  of  the  workers  of  the  world  in  the  sense  of  being  a  con- 
tributor to  its  wealth,  and  an  asset  to  its  welfare,  it  shoujd 
be  the  function  of  education  to  conserve.   It  is  hoped  that  vo- 
cational education  will  do  much  to  destroy  this  old,  peisistent, 
and  obsolete  dualism.   It  should  be  the  effort  of  those  in  charge 
of  vocational  education  to  provide  a  program  of  studies  that  will 
get  brains  and  hands  into  partnership  on  nearly  equal  terms  with 
social  distinctions  eliminated,  with  leisure  a  reward  for  all 
rather  than  a  privilege  for  a  few. 

Labor  organizations  are  a  response  to  the  industrial  revo- 
lution of  the  nineteenth  cnetury,   '-^'hey  must  be  studied  with 
reference  to  tneir  causes.   Aiie  fact  that  they  are  nere  is  in- 
evitable, "e   should  try  to  understand  the  economic  forces  which 
brought  them  into  existence,   x'wo  significant  facts  must  be  neld 
firmly  in  mind  if  we  are  to  see  the  shaping  forces  of  lauor 
unions;  first,  (^§  has  been  pointed  out  in  a  previous  part  of 


'biiiwe   *e^a   acl-i  ai  ctoi^rt 


.'rfcf  -je 


'to     »5r  JsXtO 

J        ecf   fix  reloR 

Iff  iliABa  no  taq  ojaj 


i&n Jsa 


-0-/y 


9ri*  t 


.i'B'xi'i:   jaac 


this  paper),  the  separation  of  the  worker  from  ds   means  of  live- 
lihood, and  second,  the  great  increase  in  the  roductive  powers 
of  the  worker  due  to  machine  production. 

During  the  handicraft  period,  labor  unions  as  we  ..now  them 
did  not  exist,  for  when  workers  own  ihe  tools  and  tiaterials  of 
production  they  are  not  wage  earners,   ijefore  a  modern  trade  union 
could  arise,  theru  must  have  preceded  it  an  industrial  group,  a 
part  of  whose  business  it  was  to  exploit  labor  for  financial  gain. 
In  other  words,  the  factory  system  of  production  is  responsible 
for  the  growth,  strength,  and  organization  of  labor  iinions. 

At  this  point  it  may  be  asked,  was  not  the  mediaeval  gild 
a  form  of  labor  organization?   It  was  not  essentially  a  labor 
organization.   Sidney  Webb  in  his  "History  of  ITrade  unionism" 
gives  U8  a  definition  of  a  trade  union  which  rings  substantially 
true;   "A  trade  union,  as  we  understand  the  term,  is  a  continu- 
ous association  of  wage-earners  for  the  purpose  of  maintaining 
or  improving  their  employment."  He  also  says,  *  "The  powers  and 
duties  of  the  kediaeval  gild  have  been  broken  up  and  dispersed." 
Thurston  states  the  essential  differences  betv.een  the  modern 
labor  union  and  the  mediaeval  craft  guild  in  iiis  "iiconomic  and 
Industrial  history."  He  says, 

"The  trade  union  consists  only  of  wage-earners  while 
the  craft  gild  was  made  up  of  owners  of  land  and  capital. 


*"History  of  Trade  unionism",  p.  117. 


-evi  ;    ic  MoiT:  isjfi'yv   ^r{>r  lo  aoi:i-.c!Ti?T9S   erf*    .(iDasa   s:.:t 

is'ie^'y.'  .ii   3U-JO'.  .ijiiouai,    Lias    ,t)' 

0 

aiSiiJ  wf'i  '.notixi/  lodal    ,  6oi':dri    t^oiiolbitBr    art^    anil    .i 

9880  iou  new  tasiti.  to  stnol   s 


be^  oiit  %o   e^liab 


.Vi.    .      ."iriBiooxi  iu  ^Od 


managers  and  wage  workers;  the  trade  union  consists  of 
trade  workers  in  the  same  occupation,  not  only  of  one 
town  bu;  of  jnany  towns,  while  the  typical  craft  guild 
was  usually  confined  to  the  industries  of  a  single  town; 
the  trade  unions  have  gained  political  power  but  slowly, 
while,  from  ihe  first,  members  of  gilds  were   infliien- 
tial  citizens  of  their  towns  and  finally  became  polit- 
ically dominant," 

It  will  be  seen  from  the  above  that  the  modern  labor  organ- 
ization bears  few  similar  points  of  comparison  to  the  mediaeval 
guild,  which  was  not  necessarily  an  organization  of  wage-earners, 
but  an  organization  of  a  social  group  for  a  common  purpose.   It 
was  not  till  the  masters  of  tho  eld  gild  became  capitalists  in 
the  economic  sense  of  ^he  term  that  labor  found  it  necessary  to 
organize. 

In  regard  to  the  second  point,  namely,  the  enormous  increase 
in  the  productive  capacity  of  the  worker  due  to  the  umchine,  it 
was  hardly  even  dreamed  that  the  drudgery  and  toil  of  thw  world 
might  be  greatly  mitigated  due  to  the  work  of  mechanical  mecnan- 
isms,   'i'he  possibility  of  a  reduction  of  working  hours  from 
twelve,  fourteen,  or  even  sixteen  hovirs  a  day  to  eight  or  ten 
has  been  made  possible  by  machine  production,   ^ven  now  the  Eng- 
lish Labor  jr-arty  has  gone  on  record  for  a  seven-hour  day,  and 
maintains  that  there  should  be  a  reduction  of  hours  till  all  are 
employed,   ■^he  direct  object  of  unionism  is  to  better  the  condi- 
tion of  the  wage-earner.  And  this  increase  of  betterment  means 
a  greater  share  of  economic  goods. 


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Labor  unions  cannot  "be  mentioned  in  any  explanatory  sense 
without  si^eaking  of  their  increa..ed  efficiency  as  expressed  in 
the  collective  bargain.   L'his  is  more  impressively  seen  wjien  com- 

ared  with  the  individual  bargain  of  the  past.   In  a  status  of 
slavery  there  was  no  bargain  for  the  individual,   xhe  slave  had 
no  rights,   ihe  rights  were  all  on  the  side  of  the  master,   ^ven 
as  late  as  1776  Justice  Chase  of  karyland  gave  the  following 
decision: 

"iiegroes  are  property,  and  no  more  members  of  the  state 
than  cattle. "* 

■^he  serf  was  little  better  off.   He  was  tied  to  the  soil  as 
completely  as  tho  agricultural  machinery  of  the  age,  yet  he  had 
some  rights,   '^he  whole  range  of  nis  life  was  not  covered  as  in 
the  cas^e  of  the  slave,   ihe  serf  was  economically  bound,  but  it 
was  possible  for  him  to  obtain  freedom  in  case  he  could  manage  to 
pay  for  it.   •*''his  was  some  gain.   Peonage,  indentured  service, 
apprenticeship,  and  contract  labor  are  the  mile  posts  to  the 
evolution  of  a  free  wage-earner.   2hey  also  remind  him  of  the 
inefficiency  of  the  individual  bargain. 

Collective  bargaining  means  the  power  gained  through  the 
cooperative  power  of  ihe  group,  ihe  merchants  of  early  times 
gained  the  right  to  bargain  collectively  and  risk  their  capital 


*Wilson,  "History  of  the  iiise  and  -ca-l  of  the  6lave  Power 
in  America,  vol,  1,  p,  15. 


to  «w                          .  oivii';             i    riJiw  jbeis 

Stxixwoj. ,  lo   ©ajariv)   ooiJaui,   6VVI   a«  e;fB^ 

ni    83    '                    on   8«w   ^til  b  wt^josi    sionw  eri*      .bs 

.iic-  hlribnl   edt  la  TCon©iol'il©«i 


in  foreign  trade  on  many  occasions,   *he  encouragement  of  mer- 
cantilism under  the  extensive  charters  granted  by  itings  and 
queens  of  the  sixteenth  and  seventeenth  centuries  are  cases  in 
point.   The  many  advantages  of  collective  bargaining  iiave  been 
noted  by  capital  long  before  labor  awakened  to  its  possibilities. 
Corporations,  pools,  trusts,  manufacttirer 's  associations,  employ- 
er's associations,  are  the  most  gigantic,  refined  combinations 
of  capital  for  collective  bargaining  purposes,   ihe  labor  union 
is  just  such  a  combination  and  exists  for  the  same  purpose,  that 
is,  to  enhance  its  own  economic  interests.   All  the  interests  of 
labor  that  nave  been  mentioned  and  implied  in  tnis  paper  in  some 
way  relate  to  the  power  of  collective  bargaining.   One  may  well 
argue  that  labor  is  free  to  go  wnere  it  ciiooses  and  work  wnere 
it  pleases,  but  the  fact  remains  that  it  must  work  somewhere  in 
order  to  live,  and  the  fact  that  the  employer  owns  the  opportun- 
ity to  work  gives  him  an  immense  advantage  in  the  contract  ne  is 
able  to  make.   '*he  spectecle  of  a  poor,  starving,  unemployed  shop 
girl  driving  a  wage  bargain  with  a  millionaire  departr:,ent  store 
representative  does  not  connote  an  equality  of  bargaining  power, 

*he  individual  bargainer  is  unable  to  hold  his  services  from 
.the  market  very  long  because  he  would  starve.   in  icnowledge  of  the 
value  of  his  services  and  in  his  ability  to  refrain  from  working 
the  individual  is  at  a  decided  disadvantage  in  comparison  with 


bna  egnxit  %di  bQtna'l^   eisd''XBrio  evLaae:tK&  siii  lebau  aiatLiin&o 
.altiiii  .OV98   bass  riitnoe.txjta   91  inesrjn 

-/.    Lfms      ,  BnO  t  J"R  f  or.  riR.ft     3  '  Tft1tr*.0 -iT-crni^    ■      ,R.tRi''i.+     .P.rrK>iT      ,  SSi^n  F.tR-rn.-rfn  J 

iioiiuj   lodiil   9dx      .aoaoqiuq  gal  J    evlJoelioo  lo^   laJ^iqao  %o 

eiaoE   rtx    aat^q  aixll"  fl±   bellajal  bn&  baaoi--  ied    ©vjs- 

ai   ©ft  sfi  •  ^iJitavbis  weiaeu.  oevx'«i  iiow  o#   v^J^i 

.lewoq  ^iTtiax«<i"Xi:  v;f  ti^ijpe  naaaiqei 

lliXjtAiovr  iVLOit  ail  on  %^tilda  8ii  .la   asatviea  aiit   to  eirXBV 


his  employer.   But  a  combination  of  workers  in  any  industry  fiiay 
utilize  the  best  intelligence  of  the  group  and  by  combination 
hold  their  services  for  a  longer  time  than  otnerwise.   'x'he  with- 
holding of  services  by  a  labor  union  constitutes  the  right  to 
strike.   ^he  right  to  strike  or  the  right  to  quit  work  is  the 
one  fundamental  right  that  labor  possesses,   if  there  were  any 
method  of  compelling  the  laborer  to  work,  the  vt.lue  of  labor 
unions  would  not  amount  to  much.   Of  course,  if  the  laborer 
could  be  compelled  to  work  he  would  no  longer  be  a  free  man  but 
a  slave, 

i\    2.  Carlton"  in  his  "History  of  Organized  Labor"  classifies 
tliree  different  kinds  of  labor  unions 

(The  common  labor  union  in  which  all  classes  of  wage-earners 
were  associated  is' the  first  type,   i^o  distinctions  were  made  on 
the  basis  of  craft,  and  frequently  the  small  employer  may  be  a 
member.   *he  organization  was  idealistic  and  humanitarian  and 
its  objects  were  general  uplift  rather  t/ian  the  detection  of  class 
doctrine,   x'he  leaders  of  this  type  of  union  made  much  of  the 
fact  that  the  interests  of  labor  and  capital  are  identical  and 
that  mutual  sympathy  and  aid  were  the  method  to  promote  the  welfare 
of  all.   nearly  all  the  early  unions  tht^t  began  in  the  United 
States,  beginning  in  1825  and  extending  to  and  including  the 
Knights  of  Labor,  were  of  the  general  labor  union  type,   in  this 
type  of  union  there  is  a  lack  of  class  consciousness  and  a  feel- 


'it  ^1. 
lotfiii.  lo  ei;  iJ    ,3faow  o#  leiodaX   ©:  IXerfcaoo  to   6ori;t©ffl 

Jua   aiii.i  aa-iT   tj  a  >  oa  Ji>1jjow  Sii  x-jow  oJ-   feelieqiaoo   ©o   blaoo 

aiemae-s-^Bw  to  aaaaalu  Joxrtw  ax  aoin«  lOdV 

8uJ   io   ijouai  ej3«i:u  auxxuj  lo  aq^^/   aioj    'to   ht  xitooD 

ietxaj    »iij   ux  nj3:9eu    Janj   anoxriw  ^tlias  snj   IXjb  xitBon      »Lla  tc 

-ieot   o  bna  sBenauoJtOiiiioy  bbsIo  lo  atoBl  a  8l   eieriJ  aoini;  to   eq^t 


2y 


ing  of  solidarity  that  characterizes  later  labor  groups. 

i'he  second  type  of  trade  union  is  the  organization  of  a 
group  of  workers  in  a  given  craft,   its  policy  is  an  extension 
of  the  collective  barg-aining  principle  and  for  the  most  part 
adheres  to  "Alair  wage  for  a  fair  day's  work,"   Its  weapon  is 
the  strike  and  the  boycott,   xhe  American  i'ederation  of  Labor 
is  such  an  organization,   'xhus  far  it  takes  no  decided  stand  in 
politics  but  depends  upon  economic  pressxire  for  the  gaining  of 
its  ends,   '^he  weakness  of  the  craft  union  lies  in  the  fact 
that  an  industry  canxiot  be  controlled  by  the  organization  of  a 
the  crafts  in  an  industry  and  also  the  fact  that  machine  indus- 
try has  so  specialized  the  crafts  that  they  no  longer  exist  in 
a  cooprehensive  form.  Further,  crafts-unionism  does  not  take  into 
consideration  the  unskilled,  which  now  in  many  industries  is 
the  greatest  labor  force. 

'^'he  third  type  is  the  industrial  union,  the  most  recent 
type  of  all.   The  industrial  xmion  ignores  craft  lines  and  unites 
all  the  workers  in  an  industry,   "hen  a  strike  is  ordered,  all 
the  workers  in  the  industry  are  ordered  out  regardless  of  their 
occupation,   i'he  "One  big  union"  idea  has  dominated  the  control 
of  many  of  the  greatest  strikes  of  recent  years,   it  is  ba^ed 
upon  the  notion  that  the  solidarity  of  labor  regardless  of  craft, 
color,  or  nationality,   ihis  form  of  union  has  made  much  headway 
in  -aurope.   The  Syndicalists  of  France  and  the  British  Labor 


a  to  ^olJB^: 

a"lt;  iJOOXiOi>    sx. 

■i;'  lofjiTTsSeu   .'TSctTsai.  •J'cJ'OD^od   ©rfJ  ins   eiLiite     >  • 

-Ji    Oil    Bt'  •   u;iJij;;  ' 

to   ^iii:  (aeeicf  ^  ^itjtloq 

toiit   nrL  9ffJ   J  ■  1-jia-ow   erf*      .35ne 

■atrtfli  er  Joal  erfi"  oale  fcii«  Y^tauijn  .^f'ta-io  erf* 

fi'^o  eriT    be 


.*• 


A/ai  ebon:  se  .i^tUmttotSRn  no    .noloti 


Party  are  examples  of  the  newer  idea  of  industrial  unionism  and 
a  greater  solidarity  of  the  workers  in  an  industry,  in  America 
this  type  of  labor  organization,  of  which  the  industrial  Workers 
of  the  "orld  is  a  form,  needless  to  say  is  very  much  to  the  "bad 
■because  of  its  advocacy  of  the  decrease  of  output,  bitter  antag- 
onism of  the  workers  against  emnloyers,  and  the  advocacy  of  the 
practice  of  sabotage, 

iiowever,  industrial  unionism  is  increasing  and  the  American 
i'ederetion  of  iiabor  now  takes  into  its  organization  industrial 
unions  of  this  form."  ihe  united  iiine  Workers  is  an  example. 

Labor  organizations  today  are  the  most  vital,  progressive, 
and  hopeful  forces  in  organized  society,   ihis  is  true  because 
they  come  in  closer  contact  with  living,  throbbing,  pulsipg 
industrial  life,   xhe  problems  of  progress  are  the  problems  in- 
volved in  the  transformation  of  the  present  economic  system  of 
industry,   ihe  workers  in  mill,  factory,  and  mine  and  store  are 
In  closex^  relation  to  this  economic  stress  and  strain  than  the 
more  protected  members  of  society  tjiat  are  exempt  from  the  in- 
dustrial process,   xhe  greatest  educator  in  the  experience  of 
man  is  the  machine,   it  is  also  the  most  exact  disciplinarian, 
The  worker  subject  to  this  discipline  acquires  habits  of  thought 
that  are  at  least  free  from  the  antiquated  theories  of  past 
.  centuries.   The  IJew  Democracy  of  today  is  not  the  product  of 
the  sheltered  and  protected  classes  of  i^^urope  but  it  comes  from 


ii   lo  ycittti 


to     9f 


9dJ    tv 


>iib    d;  4OJBOC  , 

56    *»niB5i3    BtftlftOW    ©rfct 


to 


OBolxeaik  ©It*  iwB  sniaBetoai   ax  amtaola.  ssabai    .levaw. 


tf'.^T    t   T:n   f^tlrfx'.n    r^e-rtunofi   en^Xcrtoalfe    3lri.h  o:!"   Josfiffrrs   ts^itow   off? 
ta3o  vi-iosiiJ   ijeJaupiJ,-;  ;   artJ  iijcii  esxi    Ja^ej 

as.Tlo   becToatoiq  boo   fietetl  rtt 


the  laboring  masses.   Perhaps  the  Uew  Program  of  the  British 
Labor  Party  is  the  best  expression  of  democratic  ideals  that 
has  been  uttered  since  the  opening  of  the  war.   The  significance 
of  this  is  that  labor  is  interested  not  so  much  in  the  old  ques- 
tions of  better  hours,  better  pay,  minimum  wage,  indmstrial  and 
accident  insurance,  and  social  insurance,  prevention  of  child 
labor,  etc.,  but  in  a  social  re -organization  of  society  in  which 
labor  shares  in  the  enterprise  to  the  fullest  extent.   This  gen- 
eral feeling  of  social  reconstruction  could  have  coiae  only  from 
those  wiio  have  borne  the  brunt  of  conflict  in  the  war  and  the 
burdens  of  industry  during  its  operation.   The  employer  of  today 
has  repeated  again  and  again  his  anxiety  to  return  again  to  the 
industrial  situation  that  preceded  the  war.   On  the  other  nand, 
organized  labor  is  asking  and  demanding  a  greater  control  of  in- 
dustry and  insists,  through  such  enterprises  as  the  bhop  iiteward's 
Movement,  upon  a  greater  share  in  the  managemant  of  industry. 
Labor  is  demanding  at  the  present  time  the  right  to  assume  and 
shoulder  greater  responsibilities  than  it  ever  has  done  in  the 
past.  Today  labor's  problem  is  the  sum  total  industrial  problem 
with  all  its  social  ramifications  touching  every  phase  of  social 
and  democratic  ideals. 


liiiiiis'i      ,86  ^nt-fodal   8ri. 


aisitatttiii:    , 


■>t;f»d  ^r. 


i"n01^    '-'  Tr 


^ai)OJ- 


nx   ifoll'trio 


'"id    t>iij    ©uii 


-f! 


■  TO'o   t&t.B'^t-'^    ?    "^frffc' 


,^iJc  to    JCU: 


.-ii.ow-i-    liiiiraxfbai  IsJ-oJ-  curs   er^j  8t  meltfoi 

♦  GiiiiSJiX     ox  JiJ'iOOiilGxi     i)ilii 


CHAPTim  i'OUR— THiS  ii^^HLY  ATTITUDii  Oi'  LABOR 
TOWAHD  ilDUC^TIOiJ 


In  order  that  a  conprehensive  understanding  of  labor's 
attitude  on  the  subject  of  vocational  education  may  be  devel- 
oped, it  is  very  necessary  to  know  what  the  attitude  of  labor 
in  the  past  has  been  on  the  subi^oct  of  education  in  general. 
It  is  the  purpose  of  this  part  of  the  paper  to  show  that 
labor's  part  in  the  educational  program  of  iimerica  has  been 
very  much  underrated, 

'•^•'he  important  role  that  labor  took  in  the  early  develop- 
ment of  the  free  public  school  system  of  America  has  never 
been  given  the  recognition  due  it  from  educators,   (There  will 
be  scarcely  any  dissent  from  the  siatement  that  the  most  con- 
spicuous contribution  that  .america  has  made  to  the  educational 
thought  of  the  world  is  its  absolutely  free,  tax-supported 
school  system  for  all  who  perhhance  can  afford  to  attend.   It 
cannot  be  too  strongly  emphasized  that  the  Fxtcliii  part  of  it  is, 
more  than  any  other  factor,  here  because  of  the  militant  atti- 
tude of  the  early  labor  organizations  of  the  early  nineteenth 
Century, 

The  years  from  1820  to  1860  represent  an  "iiducational  xie^ 
vival",  or  at  least  an  intense  educational  awakening  wiilch  makes 
the  period  one  of  great  interest  in  ^onerican  educational  history. 


slits:    3r(J    .j^  ■:,\r^c^r>fir<     /•>  or  i  . 

.i:ii9iio%  ijx  floiJ-auiJij©  lo   Ji,  ^aa  sxij  no  iiot»J  eari  iaan  ©ti-J   ai 

iiued    :■.'•.'  ct-^-^oT-.i   f  t.td  f  +  Rfjrhfi    f*f 

-i'OO  ;ffc  til  vTeoijaoB  »d 

X  i*f!    ■  .'    7  a?) :    h« 

-6-  vtqsi  oJ-  0S6I   ffloi^   ciiiso'vj  eriT 


It  is  true  that  preceding  this  time  there  were  numerous  schools 
in  the  colonies  and  newly  added  states,   ihe  i>istrict  schools, 
the  Latin  Grammar  iichools,  the  Academies,  and  the  strictly  pri- 
vate denominational  schools,  most  of  which  received  municipal  and 
state  aid,  served  thousands  of  pupils,  but  they  were  not  free  as 
we  now  know  free  schools  today,   'tuition  was  required,  or  some 
privilege  in  the  way  of  speciel  recognition,  or  a  scholarship 
requireinent.   i'he  "iiducational  itevival"  nerein  mentioned  can  be 
accounted  for  by  the  following  economic  cnanges  in  the  mode  of 
living  of  the  people, 

(1)   Tiie  introduction  of  the  factory  L;ystem  of  industry 
(£)   2he  growth  of  cities  made  possible  by  this  fact 
(3)   The  labor  organizations  made  possible  by  the  con- 
centration of  wage-earners. 

In  the  early  part  of  the  nineteenth  Century  the  demand  for 
an  extension  of  suffrage  became  popular.   The  newly  admitted 
states  granted  sxiffrage  to  males  without  the  property  qualifica- 
tions and  this  forced  the  older  states  to  make  concessions,   Kew 
York  did  this  in  1830,   I'he  extension  of  the  rif-nt  of  suffrage 
was  very  closely  related  to  the  educational  demands  of  the  period. 
In  fact,  the  accomplishment  of  free  education  would  nave  been 
impossible  without  it.   ihe  granting  of  siiffra^^e  to  the  laboring 
classes  meant  political  power.   This  power  enabled  thei^  to  mek  e 

demands  with  the  possibility  of  securing  some  recognition.  The 
extension  of  suffrage  opened  up  all  the  powers  of  the  political 
arena,  7/ith  this  gain  labor  became  an  important  power  in  American 


919* 


9d 


■id'iTftj 


daoxJ«ii 


i.ne:i»«»*l  ■  ^.f^SI 


;vji»v'yw    J5 


.slqoeq  srtJ  to  -^alvil 


1.    ....  ...  ui/ijCT 


tot  b:  \5l1st   fuit  al 


,Jboi:t«q 


■xev   stjw 


Cif*?"^ 


a  asra  o-t  ' daae  tewoq  ef 


tftB6£n    IBP 


I>; 


i9T»oq 


i^eae 


iiifci    to  ftoiexieJ^x^ 


political  life.  iiO   important  was  the  political  factor  in  the 
ranks  of  labor  tnat  R.  T.  jily  says,  "The  birth  of  Workingmen's 
Organizations  for  political  purposes  was  just  as  prevalent  as 
the  organization  of  trade  unions",* 

P,  X,  Carlton  gives  a  summing  up  of  the  arguments  that  were 
made  for  and  against  the  question  of  free  tax-supported  schools,** 
In  the  light  of  what  we  have  accomplished  along  that  line,  they 
seem  antiquated  indeed,   ■^hose  in  favor  of  the  free  school  sys- 
tem are  as  follows: 

(1)  iiducation  is  necessary  for  the  preservation  of 

free  institutions, 

(2)  It  prevents  class  distinctions. 

(3)  Education  tends  to  diminish  crime, 

(4)  iiducation  reduces  the  amoimt  of  poverty, 

(5)  It  increases  production. 

(6)  iiducation  is  the  natural  rignt  of  all. 

It  will  be  noted  tnat  all  of  the  arguments  are  economic  in 
their  nature  except  the  first,  which  might  be  called  humanitarian, 
and  the  last,  wiiich  is  a  natural  right  hold-over  from  the  eighteenth 
century.   The  arguments  against  a  free,  tax-supported  public  school 
system  were : 

(1)  An  undue,  intolerable  increase  in  taxation. 

(2)  Violation  of  the  rignts  of  the  individual. 

(3)  Opposition  from  religious  sources, 

(4)  It  would  not  benefit  the  masses, 

(5)  It  would  injure  the  private  schools. 


** 


*"History  of  the  Labor  Llovement   in  -^merica",   p.    34, 


"iiconomic    influences   on  iiduc  at  ion"    (doctor's  thesis). 
University  of   «»isconsin  publications,   p.   45. 


ci 'ii'^  ,i'4nxii-v  ,  .       .K  ^aricT   lodMl   la   R-Aant 

-^{,:  ja   6  8 il  aiij  aaod*      ,Jbe«f)fli   baiaixxy'tin^:   oieae 

:awoIi-.  .->.. 

lo  aoxJaviesQi  aa  ai   noiJ'ijoijJbA      ili 

.s  7et0  *I      (a) 

iXffliB  03-  :;) 

•xonx  JI      (d) 
.Ilij  It.  tan  8X1?  si  aoi^-aowfiii 

,n,GxiijJxiixi».uxrt  Js©lj.i»o  d^^  ..u  A-uXaw    ,JGai-.   saj   jqaoxa    oiujau  ixoacr 

tnsecf  lii'  iaoi*t  levo-bl  Ui  Xjaiifi'JBfi  b  Bt  nolaw   ,;raal  erf*  6ixo 

.rtoi^BX«;f  ni:   eetiatoaf    eldaiftlocfal    ,exjl>nu  nA 
.XaiJi)ivlJ3£il   8Xi;r  !to  ^o   noiJ 

.  4on   r  ,  >) 


,  (  s  "n 3  i  *   f: '  t  c  .    "ao  t  •; 

.anoiJ-so  liianooet  iJxB^evxnu 


The  following  quotations  selected  from  this  study  indicate 
the  position  of  labor  on  this  new  educational  program, 

"Indeed  to  conceive  of  a  popular  governiiient  devoid  of  a  sys- 
tem of  popular  education  is  as  difficult  to  conceive  as  a  civil- 
ized  society  destitute  of  a  system  of  industry." 

"It  is  to  education,  therefore,  that  we  must  mainly  look  for 

redress  of  that  perverted  system  of  society  which  dooms  the  pro- 
ducer to  ignorance,  to  toil,  to  penury,  to  moral  degradation, 
physical  want,  and  social  barbarism" 

At  a  meeting  of  a  workingman's  party  held  in  «ew  York  City 
in  November,  1829,  the  following  resolution,  which  has  become  his- 
toric was  adopted: 

"Resolved,  that  the  most  grievous  species  of  inequality 
is  that  produced  by  inequality  in  education,  and  that  a  nat- 
ural system  of  education  and  guardianship  which  shall  furnish 
to  all  the  children  of  the  land  equality  of  instruction  at 
public  expense  is  the  only  effective  remedy,  for  this  and  for 
almost  every  other  species  of  injustice,   Resolved,  that  all 
other  modes  of  reform  are,  comt)ared  to  this  particular  one, 
inefficient  or  trifling,"*** 

The  following  two  resolutions  are  especially  significant  for 
students  of  vocational  education.   The  first  is  a  resolution  of 
the  Pointers'  Society  of  the  t;ity  and  County  of  I^ew  York: 

"V/e  are  of  the  opinion  that  the  state  should  furnish 
throughout  the  land,  at  public  expense,  state  institutions 


^^'"Farmer's  and  Me c ban i c  ' s  J ou r na  1 "  New  York,  April  7,  ibiil 
*«*!!S,i'^PSon,  in  "iJlanual  for  Workingmen",  p.  214, 
***"The  Fre  inquirer",  iJov.  7,  18l9,   »  ^'  ^-^  • 


■-■■V  '.    ^  1  .•■ 


'Jl.ii'0 


nBtni.i5^  ftltiv 


arn 


'■'  '^  It ,. 


J  'lev 


,    edraev 


yiiot 


.tft 


TTT 


r     ir- 


y  1 1) 


where  every  yoxuig  citizen  should  be  maintained  from  youth 
till  manhood  and  where  each  should  obtain  (besides  the 
various  branches  of  a  liberal  education)  a  complete  knowl- 
edge of  at  least  one  trade  or  occupation  by  which  even 
while  completing  his  education  he  may  earn  a  laving."* 

A  committee  on  education  at  a  woritingmen's  convention  held 
in  -ooston,  Uctooer  22,  1825,  recomi^ended  a  general  system  of  edu- 
cation by  means  of  Manual  Labor  schools  "free  to  all  at  the  ex- 
pense of  the  state." 

in  1830  a  Mechanics,  jj'armers  and  Workingmen's  party  of  ueyr 
York  which  nominated  i:;rastus  Koot  for  governor  made  the  follow- 
ing resolution: 

"iiesolved,  that  a  system  of  education  more  universal 
in  its  effects  be  established,  so  that  no  child  in  the 
ivepublic,  nowever,  poor,  should  grow  up  without  an  oppor- 
tunity to  acquire  at  least  a  competent  ^inglish  education, 
and  that  the  system  be  adapted  to  the  condition  of  the 
poor  in  the  city  and  in  the  coimtry,"** 

■^he  ioregoing  quotations  are  sufficient  to  make  the  fact 
almost  obvious  that  the  labor  organizations  of  this  period  were 
thoroughly  inbued  with  the  notion  of  benefits  of  a  free  public 
school  system,   -^he  greatest  single  factor  in  the  accomplish- 
ment of  these  ends  was  the  newly  acquired  political  issues 
of  the  day  and  labor's  demand  caught  the  over-sensitive  earn  of 
the  office-seeker.  Labor  also  saw  very  plainly  that  if  it  were 


*From  the  "i'ree  ^nguirer",  Jan.  9,  1850 
**J!'rom  "The  *- raftsman",  uept.  4,  1820. 


rfjr.'i  :   ciez:tf'zt)   "^nvov.  yiavo    aiefiw 

■J 

aT89 

la  oi^  eei^"   aloo  ,d  nox^tao 

".ej'.--',  re    eril  'to    seneq 

uiolituloee'i  5nt 

,iooq    ,  '/fi    ,oI  "  ■ 

;  "=>I    is.    L ,.  Jfi    OJ"     ..    -J 

.'<,iJiUJOu   siii.f   ni   bsLB  \iio  erf 
ttra  SIB  Baol^BtOirp  ^^nto^ei 

oil  .  Llsno.  jiJOrt  siiJ   lUiw  jjeudnt   ^iiii^jjoiori^ 

ft  fti  rtijnte    tQe^^B^*?-^  erf*      .aie;}"sv8   loorios 

9ifJ  J  BnsMSl)  a'notfaX  iJna  xat  odi   lo 


,.# 


*♦ 


S-i 


to  compete  on  equal  terms  with  the  employing  class  it  must  pos- 
sess an  educated  membership,   j'or.  economic  reasons  it  aaw  this 
Just  a  little  more  urgently  and  militantly  than  any  other  groups 
of  the  time  of  which  we  speak,   -curing  these  years  of  militant 
agitation  (1823-1837)  the  most  urgent  demand  of  the  platform  of 
workingmen's  organizations  everywhere  was  its  educational  section. 
In  contrast  to  this  alignment  of  forces  was  the  conservative 
group,  which  comprised  chiefly  the  property  interests  of  the 
nation.   k>ome  of  the  statements  of  these  safe,  sane  and  conser- 
vative people  are  amusing,  interesting  and  educative,  J  or  exaiiiple, 
the  following  from  pages  59-60,  ihid,   "The  present  (iiew  York 
School  Law  of  1849)  odious  school  law  is  worse  than  highway 
robbery."  Clark  Aice,  a  wealthy  citizen  of  Watertown,  Mew  York, 
defines  a  free  school  law  as  follows:   "What  is  a  free  school 
law?  ^llow  me  to  answer.   It  is  in  one  particular  a  poor  law. 
The  latter  is  for  filling  the  belly  and  covering  the  h&olf.   at 
the  expense  of  the  taxpayer,  the  former  for  conferring  an  ac- 
complishment— a  useful  one,  to  be  sure — the  driving  of  lOiowl- 
edge  into  the  head."  '-^here  can  be  no  doubt  as  to  the  source  from 
which  this  man  drew  his  inspiration,  ^ 

i'ree  schools  were  called  charity  schools.   Upon  them  the 
taxppying  interests  sought  to  bring  every  epithet  of  contempt* 
It  was  claimed  that  the  state  had  no  right  to  compel  the  rich 


ao   eteqanoti   oi 

:£7/    SeOT  T.trfno 

r>  X  .  .  .  ■  f  p  rrm 

i-xul   TV8,*i   uU6'  ,JjxJx    ,uo-c<i    ae^iiq  aiC-^1   jjiixv/oilcl   drf;f 

eeTc  il  1:n  w«J.  loorioti 

loorioB   eenl  :  ewollol  ai  loorioe   eei'!:  b  aentlefc 

.jt-aI    toot    g   -fjilirr.  ft-rn-f    er:  .tb-,vp.o.i    oe^   OTt  ■well..      ?W3I 

ffloi^  eoiiji.  oJb  oa  ed  .jbijen   en  J  otnl   e^Jbs 

-Tiaeitf    air*  wbiB  naa!  elTil   rfoidw 
9ii3  a^iii  no  .  luoaoe    osa'4 


to  pay  for  the  education  of  the  poor.   It  was  repeated  often 
that  the  shildren  of  the  poor  would  become  yet  wore  lazy  and 
worthless  if  education  were  to  be  given  free  of  all  charge. 
Threats  were  made  that  if  any  attempt  wero  made  to  tax  the  com- 
munity "resistance  would  be  made  at  the  point  of  the  bayonet." 
In  a  case  of  this  nature,  individuals  are  not  to  be  blamed  for 
their  beliefs,  neither  are  they  to  be  very  much  praised.   It 
is  all  just  one  more  evidence  that  economic  considerations  must 
be  taken  into  account  in  the  determination  of  events.   Such  an 
attitude  upon  the  question  of  a  free  public  school  system  was 
to  be  expected  from  the  rich,  reputable,  and  weltto-do.   But 
if  there  had  not  been  the  strong  sentimeiit  (due  to  economic  rea- 
sons, too)   of  labor  for  a  free  public  school  system  during  this 
epoch-making  educational  period,  undoubtedly  free  public  schools 
would  not  have  been  realized. 


baa  T?;sa  t    oior/    Tov   bcctoc-  ^  ^w   fcca    Pin 

1    atf  c 


lO'X 


19    Ol 


•  -«.'  V"  :■;  J-  X  o 


CHAPTiiH  FIVE~:rHil  AETITUlJii  OF  TfLi  AI/IEHICAU 
FiiDKiiATIOI^  OF  LuliiOB. 


'x'he  Amerioan  Federation  of  Labor  is  the  largest,  most 
extensive  and  powerful  organization  in  America.   It  is  what 
one  has  in  mind  when  organized  labor  is  spoken  of  in  general 
terms.   It  is  the  representative  of  the  second  type  of  labor 
organization  spoken  of  in  this  paper.   It  is  a  craft  organ- 
ization based  upon  the  union  of  skilled  trades.   A'he  very 
influential  part  tfiat  labor  took  in  the  industrial  situation 
during  the  progress  of  the  war  was  adjusted  and  controlled 
through  the  representatives  of  the  American  Federation  of 
Labor.   Hence  it  follows  that  the  attitude  of  this  body  of 
the  labor  movement  is  the  one  that  carries  the  most  weight 
and  prestige  where  attitudes  count.   In  fact,  wnen  an  attitude 
of  labor  is  spoken  of  it  is  tacitly  understood  that  it  is  the 
American  Federation  of  Labor. 

In  the  early  part  of  this  century,  when  vocational  educa- 
tion began  to  assume  an  industrial  aspect  for  the  first  time, 
the  American  Federation  of  Labor  appointed  its  first  commit- 
tee on  education.   This  was  at  its  twenty-third  annual  conven- 
tion in  1903.   The  work  of  this  coi.Jtnittee  considered  only  the 


team   ^f^e^ral  teraA  eif^ 

Is"t©nd8  a  uosloo^io  asitw  balm  ai  aail   eno 

10>'fA  tfiTiCift      ftp  i  ir  f  .t  ft.t  f^t*?' ""'  .  ,.       V,  ^unfTCkf 

-'--_  1   axao  ,xJ"asin«?jio 

^i^ev  er^"*      .'ieb'^icf    bdXIJrsiB  ^o  noifn;  erit  no\7tr  baasrf  aoltusi 

b&ilotiaoo  bn&  botsijlbs  8«ir  t[«w  ecif  Yo  asei^oiq  eAi  •^aiisJb 

■±o  ^od  to  ©EifJxJj-^  9di  Jam  awoli'  .-xodaJ. 

Jr1-:^i6w  JaoiD  arid"  asiitao   tarisT   eno    sdt   si    ^nsmovom  iod«I   ext:J" 

>od'at»&mf  ■^IJiosJ'  t  to  ae^Ioqe  ei    totfBl  Iro 

,  '  n"^a  Pit  -^ 

o«  XriiioiJaoov  at         ,  m&neo  eiho    lo   «  ilxae   art^  jjlI 

-H8V.  i3  SAW  atrtl"      .aol^soube  no  s©;^ 


form  of  manual  training  and  industrial  training  that  was  under 
the  direct  control  of  the  union  labor.   The  committee  reported 
that  "The  subject  of  maniial  training  and  technical  education 
to  be  given  by  trade  unions  is  of  such  a  general  character  that 
this  convention  could  not  very  well  give  any  plan  or  policy  that 
would  apply  to  all  unions,  on  account  of  the  diversity  of  condi- 
tions and  difference  in  skill  required."   In  1904,  and  again  in 
1905,  committees  were  appointed  but  no  report  was  ever  nmde  by 
either  committee.   In  1906  there  was  a  revival  of  interest  and 
the  convention  recommended  that  the  comiaittees  already  appointed 
make  investigations  into  the  subject  of  apprenticeship,  trade, 
manual  training,  and  technical  schools.    In  1907,  at  the  Jjorfolk 
convention,  the  secretary  of  the  national  society  for  the  Jrromo- 
tion  of  Industrial  i:iducation  addressed  the  convention,  and  the 
following  resolution  was  the  result:  ^ 

"Whereas,  an  organization  has  been  formed,  known  as  the 
national  society  for  the  Promotion  of  Industrial  jiducetion, 
having  or  its  object  the  raising  of  the  standards  of  educa- 
tion along  industrial  lines,  and 

"Y/here?i s ,  some  misapprehension  exists  as  to  the  atti- 
tude of  organized  labor  upon  this  subject,  be  it  therefore 

"Resolved,  that  this,  the  twenty-seventh  annual  conven- 
tion of  the  iimerican  Federation  of  Labor,  having  in  mind  the 
Experience  of  many  of  our  national  unions  with  the  so-called 
trade  school,  which  attempted  to  teach  a  short-cut  to  trades 
and  v/hich  upon  some  occasions  was  used  as  a  weapon  against 
the  trade-union  movement,  do  not  favor  any  movement  having 


t  -  • 

\ia    t  ere  asw  Jioge- 


w  ^ie  J>iwoo  noiJ^aevnoo  elrft 


-OfllOt, 


.    Xooiloe   iBoinfloei  baa  .^ninirfiJ-  Imm.iii 


.v^-f,  I 


ibat 


;  > 


3«-i 


am  aolmx-«r 


this  ulterior  object  in  view,  and  be  it  fiirther  resolved, 

"That  we  do  indorse  any  policy,  or  any  society  or  as- 
sociation, having  for  its  object  the  raising  of  the  stan- 
dard of  industrial  education  and  the  teaching  of  the  higher 
technique  of  our  various  industries," 

'x'he  committee  appointed  in  1907  made  its  report  at  the  1908 
convention.   The  following  is  a  summary  of  its  report,   "Indus- 
trial education  is  necessary  and  inevitable  for  the  progress  of 
an  industrial  people,  and  there  are  two  groups,  with  opposite  meth- 
ods, seeKing  antagonistic  ends,  now  advocating  industrial  education 
in  the  United  otates.   One  of  these  groups  is  largely  composed  of 
anti-union  employers  of  the  country,  who  advocate  industrial  edu- 
cation as  a  Special  privilege  under  conditions  that  educate  the 
student  to  anti-union  sympathies  and  prepare  him  as  a  skilled 
worker  for  "scab"  labor  and  strike-breaking  jurposes,  thus  using 
the  children  of  the  workers  against  the  interests  of  the  organ- 
ized fathers  and  brothers  in  the  various  crafts.   Organized  labor 
has  the  largest  personal  and  the  highest  px^blic  interest  in  the 
subject  of  industrial  education,  and  should  enlist  the  ablest 
and  best  men  in  beJialf  of  the  best  system,  under  conditions  that 
will  promote  the  interests  of  the  workers  and  the  general  welfare." 
Then  followed  a  resolution  recommending  a  committee  of  fifteen  to 
report  at  the  next  meeting, 

in  1909,  the  "Committee  of  Fifteen"  made  its  report.   It  was 
a  comparehensive  study  and  viewed  the  industrial  education  situation 


.Jbevloe©-; 

-©3   tr 


ie; 


liefLii  aids 


o'jvx    en-: 
aoltjioishe   ialiSi. 

^ ! '.     f) fip.  ."1/^ <'iri •"      \*  r«''a  ' 


9.KJ    ft^HO/fl>©  i  oi:xoo    \onrfff   ©t^eIlvJ-io[   Xslos^nre  rtol-tao 

ei  .^aoa93'nl   orlduq   Jeert^xa   sxiJ'  JbOB   Xanoaieq   Jse-  it  B&d 

".9i3iIeY  Iflien  '1%  exiJ  bxi  iff  J  lo  aJseieJnl   siiJ  sJ-omoiq  IIlw 

oj   n&stiL  osli-t:  '.  3nibneiiuaooe*i   ciottnl   set    ■>   fcewclfo^  nerfT 

.  ■  tt   ei>sra  "no6v.r  eeJ-J-LamoO"  edi    ,6061  ni: 


from  a  three-fold  point  of  view: 

(1)  A  thorough  investigation  of  the  need  of  industrial 

education 

(2)  A  statement  of  the  extent  to  which  needs  are  met  by 

existing  institutions, 

(3)  AS  a  result  of  such  investigation,  some  definite 

suggestions  for  the  promotion  of  indiistrial  educa- 
tion in  such  manner  as  might  serve  the  interests 
of  the  whole  people. 

President  Gompers  clearly  stated  the  position  of  the  i'eder- 
ation.   He  replied  to  the  accusation  of  the  national  Association 
of  manufacturers,  that  the  American  ^federation  of  Lahor  was  in 
favor  of  true  public  industrial  education.  He  also  spoke  in  op- 
position to  narrow  specialization  in  the  trades, 

The  following  are-  some  of  the  recommendations  of  the  commit- 
tee : 

"V«e  favor  the  establishment  of  schools  in  connection 
with  the  public  school  system,  in  which  pupils  between  the 
ages  of  fourteen  and  sixteen  may  be  taught  the  principles 
of  the  trades,  not  necessarily  in  separate  buildings,  but 
in  separate  schools  adapted  to  this  particular  kind  of  edu- 
cation, and  by  competent  and  trained  teachers, 

"The  course  of  instruction  in  such  a  school  should  be 
jinglish,  mathematics,  pnysics,  chemistry,  elementary  meohfc.n- 
ics,  and  drawing,   xhe  shop  instruction  for  each  trade  rep- 
resented shoulc;  be  drawing,  mathematics,  mechanics,  physical 
end  biological  science  applicable  to  the  trade,  the  history 
of  that  trade,  and  a  soimd  system  of  economics,  including 
and  emphasizing  the  philosophy  of  collective  bargaining. 

"In  order  to  iieep  such  scnools  in  close  touch  with  the 
trades,  there  snould  be  local  advisory  boards,  including  rep- 
resentatives of  the  industries,  employers,  and  organized 
labor," 

^'he  committee  continued  till  1910,  at  which  time  the  united 

iitated  I'epartment  of  »-0Ui.erce  and  x.abor  was  requested  to  investi- 


:wei:v  to  :  n  5Xo^-e©irU  a  moi^ 

\(i   tarn  •-'Ts  •:bo9i7  rfot.  w  ot    trLr-ty:'    ■_  , 


JjjJx;! 


ii   Sa      (S) 


'1=  to  aoiJ'taoq  oxli'  'nebtaaiH 


AJ  ^0   artoiJjsjbnefflflioodi  )ta  ^rctwoXXol 

9iii  ui-,. ,  dtiv 

aeXqioniic^  srfd'  r  etf  v  ^  nee  lo   eem; 

,         ■■     ■     •  ■         .  ^0 

•eJ   beaiBiJ  Aax'    JflQJsqnioo  xd  ban   .not^jj 
Grf  J&fiTcrl3   It  ,  'I'jt.'P   nf   rroiJ'ox'-r^tgni  lo   osirK 


15   ,e^&^oi('        ,  tu  aevi-  9i 


r 


gate  the  subject  here  and  abroad.   It  was  reconunending  to  co- 
operate with  the  Department  of  uonimerce  and  Labor  in  seeking  as 
mucn  infori.itit ion  ae  was  possible  on  the  sobject. 

At  the  1911  convention,  there  was  no  report  of  the  educa- 
tional comn-jittee.  However,  another  special  committee  was  ap- 
pointed to  review  the  subject.   It  made  the  follov/ing  recommendation 
before  adjournment: 

"Your  committee  recommends  the  continued  advocacy 
of  Labor's  bill  for  vocational  education,  known  as  the 
Dolliver  J3ill,  which  as  you  will  recall  jirovides  for 
educational  cooperation  between  the  iitaxe  and  Federal 
Governments  and  for  State  and  jcederul  control  and  super- 
vision of  public  industrial  education." 

'xhe  1912  report  of  the  i'ederation  was,  perhaps,  the  high- 
tide  effort  of  the  ■«».merican  i'ederation  of  Labor,   xhis  report, 
compiled  and  edited  by  >-harles  H.  Wlnslow,  contains  114  pages, 
and  is  the  joint  product  of  a  committee  of  fifteen  of  the 
American  -federation  of  L-jibor  and  the  united  states  -i^epartment 
of  Labor.   The  pamphlet  spates  the  problem,  classifies  the  def- 
initions, gives  a  point  of  view,  makes  recomnendations,  and 
submits  conolusiona.   It  recorints  and  speaks  enthusiastically  of  the 
"progressive"  attitude  of  labor  toward  education  in  general  and 
vocational  education  in  particular.   It  presHnts  a  resume  of 
trade  union  schools,  public  trade  schools,  co-operative  schools, 
apprenticeship  schools,  independent  industrial  schools,  phil- 
anthropic schools,  industrial  education  for  girls,  industrial 
education  for  negroes,  vocationtil  guidance,  etc. 


"fioubi.  tioffet   o.r?   SiW  eiorfj    ,no ;  1161   ©ff,t    d"A 

-qs   ci^w  xsnjo        ,  .9r:jJiui..ioo  IsaoiJ 

not  rsbnsBunooei  ^r(;r   ei  .^toetofWB   arf;f  wsjcvei  Oif   ^eitnloq 

■  ft 
lol   BebJtvoin   11  Cliw  v  ,  -  ; 

"  ,r.:  i  li^otffi©   lettfii'.tbni.   oildiiq  !to  noiaiv 

-rtg  f  ■    t>"ii'    ,r.i-.'  ,  .n  r  Tr^TshflS    ?=rf.'  -ir,r'^>T    SfSI    arfV 

^as-^acf  MI   oriiaTrtoo    .wolent;?   .K  aeLtad^  y,(^  6e*i5e   ftna   beliqmoo 

arij    xo   noGJ"  -     eojiiuimou  ■laiJDoi.i   j^axut,    u.'  ;jax; 

*nem*i3qfeu.  aeJ-a^'u  betiflu   erit  f>aa  lotfaj;  lo  noiJ'a'ieJbe  *  xxaolTemA 

.-rocfsJ.  1-0 

&di  ^o   ^zf.^  ?£8url.tno   R>l.«if»qe   fsrtfi  a^trtifoosi   &1      .arro  t»«f  onoo  s^thmcftrs 

io   ©flUJsei  a  aJciassiq  J^X      .iBliroi:ifi.aq  ni   aoiiaosJbe  XsuoiJsoov 

,3Xooflo8   avi^stecro-oo    ,3lo<'"or'.    e  jilcfwrr    .sfoorfoe   notni;  efcoi.t 

-Itrtq    ,  do3   i.'ii.iJiii:LLii    jasinii'qabal    ,  .i.uiu;. i Jiieiqqfl 

iBix^taubai   ,aXii^  lol  QotJisoub©  L£tiiBUba.t    .aloodoa   olqtirfJna 


44 


Its  chief  recommendations  are  included  under  four  captions, 
as  follows: 

(1)   A  recommendation  for  supplementary  technical  educa- 
tion not  differing  much  in  character  from  the  con- 
tinuation school  of  today, 

(£)   Industrial  pahlic  schools  for  pupils  between  the  ages 
of  fourteen  and  sixteen  years  in  wHich  the  princi- 
ples of  trades  are  taught, 

(3)  'Jrade  union  schools,  for  example,  of  the  type  of  the 

international  -tyjiographical  union,  or  the  cjchool 
for  Carpenters  and  Bricklayers  at  "-hicago,  Illinois, 

(4)  "V/e  finally  recommend  schools  under  public  adminis- 

tration, with  a  broad  endliberal  course  of  instruc- 
tion, which  shall  demonstrate  practical  efficiency 
in  the  training  of  workers  in  the  highly  skilled 
trades."   These' schools  shall  be  xinder  the  control 
of  representatives  of  both  employers  and  labor. 

If  one  is  desirous  of  a  coii^rehensive  survey  of  the  vocation- 
al education  problem  from  labor's  point  of  view,  this  report  fur- 
nishes it, 

in  1913  the  standing  committee  simply  recommended  that  the 
iixecutive  Council  continue  its  activity  in  seeking  the  best  inter- 
ests of  organized  labor  in  the  field  of  vocational  education. 

At  the  1914  GOiivention  a  brief  report  and  recouii^endations  were 
made  indorsing  the  Lever  Bill.   It  recommends  that  further  action 
be  left  in  the  hands  of  the  jixecutive  Council, 

At  the  1915  convention  the  educational  committee  recommended 
the  following,  which  was  adopted: 

"jiqual  attention  shoiad  be  given  to  general  education  and 
vocational  studies  of  school  children, 

"That  industrial  education  shall  include  the  teaching  of  the 
sciences  underlying  the  industries  and  the  industrial  pursuits 


JiOiJijO 

iiiOiii. 

-ilOO 

otivt  i 

noi't 

1C 

a  9^ 

3     9hJ- 

5  J 

Cii 

-to-. 

f^ri     Oi 

;. 

',V 

nx 

08     Olic'wq    I      '  .Jbili        IS) 

.^   ... ^   bn.i;  neeftij-^ 
^i  eii'.  selijyi;t  Ito  esl  r 
lol   ,eJ  .,    ei)Bi^      IS) 

__- ..  .(i:i30q[^i-t    _ ^JfTi 

-OxriJaj..      _.    931U00  : _.  ±.  :;w   ,nc  - 

^Ofleiuxlls  IsotSoBTq   ©Jsi^aaomeb  I  iotdw   ,aoiJ 

r)9lli>         '         ■   erlJ  ax 

loiJiioo   ^.. .      .. jj  ed  11^.       —    . ^        : 

.■xoJuI  inj  ene^olqine  ritocT  lo   eeTii^BtaseauqeT.  ^o 

-rror.ti500v   erit  ^6    v^QViua    evf  !2rvftri  sTry:  no   i*  '^n    !:rrott8e£)    R^    errn   H 

-iwi   oioqoi  Binj    ,wexv  Ic    liiloq  a'-iuoisi  rao-s.1  meltfonq  aoUeouf)©   la 

,Ji  serfain 

-"xe^rni.    cfeed   aaa  gniidee  ni   TcJ"iviioa  ad^i    ewiixj  .  ovwou   svi. 

wxew  snoii'jtjiine-i^.ooei   baa   iraoqei  tetid  a  auiju9Viiot)   >it;i   oni    ;^m. 
aoiio»  'istitiu't  ie.  looei  ;tl      ,LLtE  toveJ  ert;^  ^aia-tobni   efiam 

,f:-:iia;oJ    evrtiroexSi    erf.t  1:c    abrtcri   orf.t   at    :f^9L    etf 

ti)8iJ-qo6«  aaw  riolrlw    .gatwollot   srfd" 

■■-      rat.^  ■  ;  r.      ti/f      F.  r>.r.rfc      i.j.Tt    to      f^      TnJfr'.V" 

.aeiiiXino   iooaoa  lo   aoiijaJa  imioii^jBoov 


•±u 


being  taught,  their  history,  economics,  and  social  bearings. 

"All  studies  must  come  under  a  united  control, 

"Whilst  urgent  for  industrial  education,  there  is  evident  •" 
the  apprehension  that  industrial  education  may  give  way  to  an 
attempt  on  the  part  of  the  large  commerical  interests  whereby 
the  opportunity  of  the  worker's  children  for  a  general  education 
will  be  limited  and  which  will  tend  to  make  the  workers  more 
submissive  and  dependent,   io  prevent  this  possible  menace  it 
is  essential  tnat  some  standard  is  agreed  to  determine  whether 
the  education  fostered  tends  to  the  full  development  of  Ameri- 
can freedom  and  American  Llanhood  and  womanhood." 

At  the  1915  convention,  the  educational  committee,  after 
reaffirming  its  favorable  sentiment  toward  vocational  education, 
sounds  this  warning: 

"If  we  permit  politicians  to  direct  the  energies  of  voca- 
tional educe tion  ther-;  is  danger  that  it  may  become  a  mere 
political  adjunct  of  the  party  in  power." 

ihe  -educational  t-ommittee  of  the  1917  convention  recommend- 
ed the  following: 

Increases  in  trade  training,  the  close  union  of  general  '^ 
and  vocational  education,  vocational  and  pre-vocational  educa- 
tion, when  given  shall  be  for  the  purposes  of  education  only, 
and  xuider  no  circumstances  shall  it  be  commended  through  the 
management  of  products  for  sale,   in  all  courses  of  study,  cit- 
izenship shall  be  taught  more  vigorously  and  effectively  than 


•  if  .yijnij  eraoo  inuij,  b^xLu^Q  Ilk" 

^daaeiiw  ai^ei&Jiii   lisuiit  iiaq  exiJ"   no   ^rqmeJd'a 

hj.  (jI  aaibX  '  isTiiow  erf  t  timr^iorrgo   »rf;)- 

e-  ..'.tiaiii    ju    iliw 

J^l   9US£[uu'.  eXdtseuq  aXaj  ^neveiq  o-      .4'aeiiadr|Si}  laws  Qvtsatsadua 

".booxinjsfflott  onjB   booduBiu  flJsotieaiA  boA  mobeeil   aao 

f^.iimow  atdJ^   abasjos 
-aoov  10  asisiens  tJiu  JooaxJa   OJ  aaaioxJiioq  J'laneq  ew  ll" 

eieui  ^^   amooad   -sja^;'   St   Sairi   ts-gaab   at   •  tarf^f  ttoitf^oisbe  LaaotS 

-faasijuaoost   notxasvnou   Viex   ©rfJ"  ^0  eeJJtj  jno£j«oiJi)*»  eri-. 

Xtfteat-:^  'to  noxiiiJ   aaoXu   oaj    ,^ai..  ictj    ooiiij   nr    asa-j'^xunl 
-aowbe  XjeaoiJaoov-siq  Joaa  Xbxio1J"boo7   .noli'eoube  lAitoUflOO'/  baa 
•  ,.  nA   ?f.    .f^«^p.n.Trn  .    ■^^d.^   to''-    fid"    f  ri^.•f?^    rrsTlTi   nsrfw    ,rrolt 
oiij   ii.,.i'>i  'J    i>&ijj\ai.ttiioo   act -IJt  iXiina   aooi\ksjaiiijjoixo   cii   loiiiu;   jdiuq 
-;J^to    .^.buJ-s   to   SBBiiioo  IS»  tti      .eLss  10^  aiosibotq  lo  tnom. 


Is  done  in  the  traditional  civics  classes. 

At  the  convention  of  1918  at  v>t.  Paul,  the  rlxecutive  Council 
made  a  recomiaendation  which  was  referred  to  the  CoEomittee  on  ^d.u- 
cation.  This  is  among  the  latest  utterances  of  the  American  i'ed- 
eration  of  Lahor  and  represents  most  adequately  its  present  atti- 
tude on  the  subject  of  Vocational  liducation. 

The  following  are  a  few  extracts  that  seem  especially  per- 
tinent in  portraying  labor's  feeling  in  this  matter. 

""We  recommend  that  this  convention  approve  the  three 
model  laws  offered  b^  the  iiiXecutive  Council,  providing 
well-balanced  representative  otate  Boards  of  iiducation 
and  Advisory  Local  Gomrait tees,  and  a  Part  Time  Compulsory 
■^School  Attendance  Law,  and  we  further  recommend  that  all 
state  and  local  bodies  be  urged  to  make  every  effort  to 
secure  the  enactment  of  similar  legislation, 

"The  provision  of  increased  facilities  in  public 
and  normal  schools  for  men  and  women  in  the  trades  who 
desire  to  prepare  themselves  for  teaching  industrial  and 
vocational  subjects, 

"The  insistence  that  in  all  courses  of  study,  and  in 
industrial  and  vocational  courses  in  particular,  the  priv- 
ileges and  obligations  of  intelligent  citizenship  must  be 
taught  vigorously  and  effectively;  that,  at  le-'iSt  in  all 
industrial  and  vocational  courses,  an  unemasculated  indus- 
trial history  must  be  taught,  which  shall  include  an  accur- 
ate account  of  the  organization  of  the  workers  and  of  the 
results  thereof,  and  shall  also  include  a  summary  of  all 
legislation,  both  state  and  federal,  affecting  the  indus- 
tries taught," 

In  addition  to  the  urgent  demand  for  a  Part  Time  Compulsory 
School  Attendance  Law,  the  same  federation  made  r  commendations 
on  nearly  every  form  of  progressive  school  legislation  now  being 
considered.   It  made  recommendations  that  Americanization  classes 


uilo  soivtn   lfinot:ttbBtS   &il&  ni   000 h   -t 
-^    ■  .11    ,x...         .  .  oUaaynoo  ca: 

-uo-  :?j.trt(BaoO  etit  oi   ibe-rielert  eaw  rioiriw  not*.'  -    ,-   - 

.aolv^Bc  iiifiolJ"aooV  lo   tor  sinrJ 

.loJ^jjca   3inJ  nx   :^iiii.«*el   a'loujsl  iguiiioiJ'xoq  ax   taant* 

ddtdi^   »xlJ   evo  a  jliciernoo  eld^t  S sdS  ba&amooei  eW" 

SitlJoxvoiq    ,Ixoai/oj   evivTuoex^  9i-l;f    .;ci    beisilo  awBl   leJboiu 
Gu'    ■"   •"■    "^  -    ..^.-,  --.      -"-'j-c,   eviir*- ■    -iqei    '"-    --^- '     '- rie?r 

ILa  ii.  vJ8i    leuJ-ujl   ew  bats    ,wj8a  eoneDnev/J-A  i 

o;t   Si'^ . .. -.J     .- 'V-9   65tj3ia  oJ   l)D:si'itr   ecf   seiJbod   IbooI   fans 
•xiolJiJl^Jr^eJ    Teiiinta   to   Jtreratof^'ie   ©tiT  *• 

oriw  eebtj-Xif   erii"  ax   netno.v  Jbt.  lol   alooaop.   Isruion  i>ne 

i)ar>  IfiiiJai/bfli  T^aido&nj  lo^  aevleaae.-fj  ©•.  .   ot  eitseb 

,a.to:  '''■'-  •  r  ^    ■••ov 

ill     D^ii     ,\.  "■  00     11X5    Xli     JBJlJ     0 

-vii J  arid"    ,  aoaiuoy  laaoi^x,  .  ; ai/fant 

ed  i&ism  qlniiaesiS to  ^a^-^t'iLletnl   to  axioi Jaslldo  Jbna  eo^gll 

IXb  ni    T-   ^      .--    ,SsAS    ;xl'^ '  "^  "^oIIb  Jbna  -vilst;' ~^^  =•"    t-    -ai' 

^   noixiw    ,  TJ 

J"  to   no  1  _  J  J  a 

ILs  'to  VI  ij  eopl-jal   oaia  llaAa   baa    ,loe*iertJ  BtLnsa&i 

-Qvbiii    ent  ^j. . jl ^  osll:  ?.    .Icieijsl:  bne   a^i^xe  ri;focf    .notJals  i^^el 

XioalijqtiioO   9ini^  ...  r...  :t..         ;    ^,.    aorttbba  nl 

afloitabiisminoo   1  eJjsia  noiits'iebei  emtta   ericr    ,w«a  eonaineJ^A  ioorfoii 

antecf  wo.^  no  ttnls x^pI    XociffaE    f^vxaasfsioi;!-  to   iiriot  viavs   rXt-pon  no 

abciLiA:.Xo   uoiJ'i^^^xrij^ioi  .&hxja.  Jinii  aaoxJ'ai)ne.^iiiioue'X  ei>«fca  <^i      .bbietiixanoo 


47 


be  established,  that  more  adequate  facilities  for  playgroxinds, 
for  dental  inspection,  for  jxinior.high  schools,  for  increase  in 
teachers'  salaries,  for  subnormal  classes,  for  the  extension  of 
a  free  textbook  system,  for  the  security  of  teachers'  tenure  of 
position,  for  a  wider  use  of  the  school  plant  and  for  "ihe  estab- 
lishment of  a  federal  Uepertment  of  iiducation,  headed  by  a  cabi- 
net  officer," 

To  cite  further  cases  would  be  a  needless  and  useless  waste 
of  space  in  establishing  what  is  so  obvious  that  even  "he  who 
runs  may  read,"   In  the  ranks  of  the  American  Federation  of  Labor 
there  never  lias  been  opposition  to  any  movement  of  an  educational 
nature,  be  it  cultural,  practical,  or  otherwise.   On  the  other 
hand,  as  has  been  shown  in  this  paper,  labor  from  its  first  organ- 
ization has  been  the  ardent  advocate  of  free  fublic  education  for 
all,   This  assertion  is  verified  by  every  report  it  hais   ever  made 
on  the  subject  from  the  yoars  1819  to  1919, 

It  is  very  true  that  the  American  Federation  of  Labor  has 
often  taken  a  critical  attitude  on  the  subject  and  made  strenuous 
insistence  that  industrial  and  vocational  education  be  not  con- 
trolled by  selfish  interests,   ihe  American  Jjsderation  of  Labor 
is  an  institution  that  represents  a  group  with  special  interests 
the  same  as  other  groups  with  special  interests,  and  seeks  to 
control  any  pertinent  movement  that  concerns  it.  For  this  reason 
it  seeks  to  control  the  movement  for  vocational  education,   .-ince 


.abauo-t^^JBiq  lol  aelJ-iliOijl  etjawpeJba  eic.  ,  heriailda^tse  erf 

Hi   •aao'toai   loi    ,3loorit»a   d-^tn   lotnul   lo't    .nottoftnant   Isin^b  roJ. 

"    "■'■   ^  ^  "  •'  ae -t. 
onw  9d"   ns-  09  ei    Jflrtw  ^'ttxasiXdijJBe  ui   ©ojsqe  io 

tod.  .ots'iT  fi^'oi-sriuV  9ri;t  lo   8^X181  .li      ",f>a3T     ,         ittui 

73ri*o   «fit   Aj      .oelwieri^"©  no    ,£»oti&»tj   ,.t^*rwJlifo  J^  i:    sd    ^eauJan 

-U.J.-;-!,    Jt.iii    aj  1    .;i<j-i:  .'lyqii^  30    ^bnijii 

tot.  no-  iildii  ;    oeil  to  b^^boovqb  JfieDia  eriJ  need,  8«jn  nolifasl 

oi)a.a   t9V9  li    Jioqsi  ^levn  v:J    feoili-iev  8i  act&ie^p.ft  8'  .lis 

»exei  -'->X   3i3.j^j   s.-^j-  liiox;    jyai,a>Jii    a^J    no 

n  atf  noiJBOirbe  i  fiii  iBtttBt  relani 

o*  aiiee*??    tmM   ,Bis»  .  Aitn  aquoi:^  ledio  e«  emoa   erid" 

3^._,^  ...    ^u..  ;  '        iM^-  -n.^    roi^noo 

©aiij         .  •flolJ'sociY  "101  Jaomavoai  oa^  loiJa  .o  oj  tiie&B   li 


48 


it  happens  to  represent  a  working  population  of  from  75/o  to  9070 
of  the  people,  it  is  readily  seen  that  it  is  a  very  democratic 
movement  if  the  terra  "democracy"  is  to  be  n^easured  in  terms  of 
niunbers  and  a  sharing  in  educational  opportunity  by  all.   "All 
the  children  of  all  the  people"  is  a  term  that  more  nearly  fits 
the  interests  of  organized  labor  than  almost  any  other, 

lo  sum  up  the  case  for  the  American  i'ederation  of  juabor  tne 
following  points  are  made:  ^ 

Jl)  Organized  labor  wants  equal  opportunity  for  both  cultu- 
ral and  vocational  education  because  uneducated  workers  are  a 
menace  to  progress  in  every  and  any  form.  It  insists  that  this 
education  shall  be  public  and  free,  that  it  is  an  unijustif iable 
discrimination  to  ask  the  young  worker  to  pay  tuition  in  a  pri- 
vate school  to  secure  the  kind  of  an  education  that  will  permit 
him  to  take  his  place  as  a  worker  and  es  a  craftsman, 

(2)   Organized  labor  wants  a  practical  education  which  will 
serve  a  purpose  in  strengthening  the  economic  and  social  position 
of  the  worker.   Organized  labor  objects  to  the  undue  stress  placed 
upon  so-called  "cultural  education"  and  the  unnecessaryy  invid- 
ious distinctions  i;iade  betv/een  it  and  the  odious  "practical"  edu- 
cation which,  in  so  many  cases,  does  not  receive  adequate  social 
rating.   It  insists  that  enough  cultural  and  scientific  content 
be  given  the  commerical,  trade,  industrial,  and  vocational  subjects 
to  place  tiiem  upon  ai  equal  footing  with  other  school,  subjects. 


^o  jf.i  oi  ajt   "TtooTOooisb"   mie  sicsvoui 

eJii  viiitsen  uioui  JeJii^r  uiiej  «  ai    '  eloo&q   acss   Xia  lo  a»i^Ixfto  eriJ 


V  'i    ii;.'  ;.■  I   .  r't 


.1  9iis  eJnioq  s^niwollot 

B  o'la  3i93tiow  DSJiioi/Xi3mf  saiiaJGd   noiustjwi;©   laijjxJiioov  i>nB  Xai 
ain^J-  ti3fi\r  a^faieni  .  ^^na  fines  ^jtere  ni  aseiaiO-.  ^oanera 

-iiq  a  ai  ixQiJi&n  \a^  OJ   lexiow  aniJo>j;  exScr  aiaa  od"   noii^jiaLTiiioaiti 
ttwxaq  XI..  xor^sovfee  itH  to   bnt^^  »!i&   eino*»B    oJ-   loorfos    otflv 

XXtw  rfaXriw  iioX;reoui)9   XaotJ^;  iOcfsX   £i©sinfi:5iO      (S) 

jbeyain    aamjK   »CTjbnxj  ant  oJ   «d'oe(,oo   Toosi    b»sin.-  .Teiiow   erij  ^o 

-hiyni    y^taseaoennu  orlit  bnn    '  -oirfie   Xisij/J'XjJo"    bftlfpc-oe   noaff 

-      -    '  Xaoi3'ai3'iq*'    ajj-oX&o   anx  naa   J.   noewJed   ©JbJ3..i  eaoiJoaxJaliJ  ejjoi: 

Xfi'  31  Ion   yaob   ,B9asei  ^^naoi  oa  al    ,rfotrtw  aoXcTao 

8J'0ai,iiire   X«fl.<^ic3oov  ,  ,  ,     iuxieiuiiioo   ouJ   aevi^   »cf 

•  sJ-oeQcfw  ;:>«  isdJo  ifd-iw  gai^ool   Xaixyife  cc  eoalq  oj 


(3)   Organized  labor  wants  a  form  of  education  that  is  not 
based  upon  the  old  traditional  notions  of  culture  and  class. 
Class  demarcations  have  no  place  in  a  modern  industrial  society. 

(4)  Organized  labor  insists  that  vocational  education  shall 
prepare  for   good  citizenship  and  that  good  citizenship  shall  be 
defined  in  terms  of  the  ideals  of  the  working  class;  that  is, 
the  creation  not  of  dutiful,  obedient,  servile  wage-slaves,  but 
self-assertive,  independent  workers  who  possess  the  power  of 
economic  self-respect. 

(5)  Organized  labor  demands  that  craftsmanship  be  preserved 
and  the  ideal  of  the  craftsman  be  cultivated,  i'or  this  reason 

it  objects  to  extreme  specialization  in  industry,  and  the  ^ind 
of  a  school  that  prepares  in  a  few  months  workers  for  the  partial 
trades  in  industry. 

(6)  Invariably,  organized  lebor  is  opposed  to  private  influ- 
ences in  education  in  any  and  all  forms. 

17)   In  schools  of  the  cooperative  or  continuation  type  in 
which  both  employers  and  laborers  are  concerned,  local  boards  com- 
prising representatives  of  both  labor  and  employers  should  be  in 
control, 

(8)   Organized  labor  deaands  that  school  pupils  should  not  be 
shtmted  off  into  the  vocations  at  too  early  an  age.   vhis  warning 
has  been  given  in  many  of  it^i  reports.  Jj'or  example,  in  the  1912 
report  it  is  delcared,   I'here  is  no  doubt  that  the  first  eight  years 


,^t**'ioo3  Lairtaubaj:  nisbom  b  al   eonLtj  on  svjRff   BnottBO-rsfflRb  bsbIO 
iiri.ta   uci  Li's 0x1  x>e   xanci  Jisoov  IjanJ   sjsxaii.    locisl   ceEinis^iu      \*i 

ed  XIafia  rrlrtanesid^to  Jbo  qrrfenesitxo   boo-s»   idx    aiaqatq 

(  ■  -  • 

to   Tcawoq  aa^   SBeesoq  oriw   aieiiow  ^neijnen-eftn !:    ,©TJftt6as»-itIes 

Asvieaeiq  sd  qiriRxiSiiieJ"lBi;  ot/al   6es  .) 

finii>  iji  fix   ftwiJajjixeioeqa   ameaJxe.oJ   aJosL^^o  »?i 

Ijsl*iaq  ea:t   lol  aieoiiow   a£l;tcom  wsl   6  nt   eetaaet^r  Sf^tit   Loodoa    a  ^o 

-aX!t£ri  e^avitq  Oit  Jbeaoqqo  b1   tod^X  fcesinaTiio    .^XdAitarnl      (d) 

nl  Bq%t  aoliaaaiiaoo  10  erit»t&<iooo   arid"  ^o   elooritfa  ai      (Vj 
-ffioe   abiBOd  li^ooX    .b^n'tsonou   ete   sie-i^  atftv.oXqiiie   rftof   Kofr'w 

DJ.iJiy;'.a    uie^^olqiuo    bas   icjc;  to    bp  leasT'-it'T   "iiiii^i-xq 

.XoiJ-noo 
Sff    Jon    hluona    BX'tnriTrr   Xoorf-iP.    ^«:{.T    sbnB  1    bss  ins-^fO       (8) 

'iiiiaisif  .e^fl  as  \jXaiie  ooJ  .xoiJaoov  srii  o*nl   llo  beJmrria 

SX^J    snt  ni    ,©Xainj^xe   to'4      ,s*t0"9-i    rti   1:0  y.  ■    nevH   n©<»d  8«ri 

aai;»-,    x'l.ite   ji-'ii-   uiij^    j:",aj    ju>ic...  ■  ,. 


of  the  school  work  should  be  cultural  in  its  nature,  because  of 
the  fact  that  the  boy's  occupational  bent  is  not  developed  and 
his  likes  and  dislikes  are  subject  to  change." 

(9)   Organized  labor  demands  efficient  trade  and  technically 
trained  teachers,  not  only  with  education,  and  masters  of  taeir 
craft,  but  in  the  sentiments  of  organized  labor  and  that  for  which 

it  stands, 

ilO)      Organized  labor  insists  that  vocational  education  be 
given  chiefly  for  its  educational  value.   It  snould  be  "construc- 
tion for  instruction"  rather  tharfinstruction  for  corBtruction". 
"xhere  must  be  the  minimiun  of  production  and  the  maximum  of  edu- 
cation." 

(11)   finally,  organized  labor  demands  that  the  human  element 
must  be  recognized  in  the  vocational  education  process.   i>oys  and 
girls  must  be  educated  as  human  beings  and  not  as  automatic  mech- 
anisms,  xhis  means  that  vocational  educational  courses  must  be 
rich  in  related  material  concerning  the  trade.   in  the  strictest 
sense  of  the  word  it  must  be  vocational  education  with  the  educa- 
tion left  in.   This  warning  is  well-phrased  in  an  address  of  i^res- 
ident  uompers  in  which  he  says, 

"Our  movement  in  advocating  industrial  education  pro- 
tests most  emphatically  against  the  elimination  from  our 
public  school  system  of  any  line  of  lecrning  now  taught, 
vocational  education  must  be  supplementary  to  and  in  con- 
nection with  our  public  system.   xhat  for  wuich  our  ;u0ve- 
ment  stands  will  tend  to  make  better  workers  of  our  future 
citizens  and  better  citizens  of  our  future  workers," 


10  e&if;509d   ^etjjttui  eit  nl  la-w^s-liso   9d  bluociu  altOT/  loorioa   arid"  1o 
has  i>eqolev&b   ioi  iaoliaqfso&o  e'^od  eriJ"  cfaxiJ^   d^oa^  edi 

11  -'  8T.Bi&Bei  Jons    ,ao£jBOwi)6  ilcriw  v.Ino  i'on   ,aiefto«eJ    nsalsTJ 
/f^*^  V  i    oasins^io  tc   du  ne.rrf.trrri:-.   nrl.t   n'-  ,.tTRTO 

."flOld^OiJidffico    lO'i  aotJauTJeni'taBfl^f    ^esiisii   "aoid^owid"ani   aol  flol.t 

-iJbo  ^c  flitiaiixui;.,   oiis  tiui  noi:toux)Oia  lo  au/minxai   etli   &d  iautci   r^isd'l*' 

ianiMile   asiiUfrf  »ft^  -.ocfal   6estfti5Sio    .^Xlani'i      (IX) 

-rioe.i  oiJBinoljjA  as  Jon  ba£.  a^nied  asmud  8«  beJBoirfee  ed  Jaixm  alti-^ 
9d   J"30ra  eseii-oi)   iBnolJaoifbe   lisrroiJeao?   Jnrid"   ajruisa'.  ax  .    metns 

-ijotri)9  onJ  riJiw  neiJaoyJw   IjBnoiJsoov  etf  3^  i:   J&iow  orU   ^o   danss 

,a-'ii5o    ea  xiuiavv  xix    aictviiaov   JusDx 
-oTq  notJBOiifca  IfltiJaufenx  artitaoovJba  ni 

9cf   JBXJi'.i  nc  iBftOX 

--;.  ■•.        .Ui■ 

i-tufiil  i«  0  lo  anesiJi  red  oaa  aaasxJxu 


CHAPCjixt  mx. — iiOMii  0BJii;U!i}IUi4i>  TO  VOUiiilUiiAL 
liDUCATIOii  FKOM  LABOR 'b  POIiiT  0¥   VliiW 


The  subject  matter  contained  in  the  follov/inf''  pages  does 
not  represent  e.  i^ajority  report  of  organized  labor  by  any  means, 
however,  many  of  the  individu&l  members  of  organized  labor  believe 
in  varying  degrees  much  of  the  material  of  the  following  pages. 

The  following  discussion  relates  more  closely  to  the  facts 
of  economic  theory  than  does  much  of  the  argtunent  of  the  Ameri- 
can Federation  of  Lftbor,  hence  economic  students  may  find  more 
educational  significance  in  this  analysis  than  in  the  more 
conservative  attitude  of  the  American  -cederation  of  Labor,   stu- 
dents of  labor  problems  and  labor  groups  that  seek  for  a  larger 
responsibility  in  the  production  of  economic  goods  will  find  here 
a  viewpoint  more  in  consonance  with  social  reconstruction  tiian 
that  given  heretofore  in  this  paper. 

Before  taking  up  the  thread  of  reasoning  that  begins  this 
chapter  a  return  must  be  made  to  the  chapter  on  the  jiconomic 
ij'ramework  of  society,  in  which  it  was  pointed  out  that  in  the 
progress  of  the  industrial  revolution  the  worxer  lost  control  of 
the  essentials  that  msde  his  economic  independence  possible;  that 
*he  ownership  of  life's  necessities  that  once  in  the  handicraft 
stage  of  production  made  him  more  or  less  independent  had  passed 


A    M.£1^A  \J 


.  \^  -.i     .L    ^    ■.!  . 


3.:  Ab  ■^rri-'^flot   srfT 

3J^iiet>xits  oiaioaooB   ooneri    ,iocf|jJ.  1</  notd". 

9io.-n   9-  jHi^o  f■tirr^,l:^-. 

0  iC-xowecuBf '1 

691  Jt«^8*»0^!^     a'f' 


■.7  0i.j:v    1       k 


/ 


into  the  hands  of  a  small  group  in  a  position  to  dictate  terms 
upon  whioh  the  worker  shall  have  access  to  his  means  of  life; 
that  the  worker  has  remaining  his  labor  power,  and  in  the  pro- 
tection of  that  lies  his  economic  salvation,   succinctly,  it  is 
this  situation  that  must  be  realized  to  be  at  the  botton  of  nearly 
all  labor's  problems. 

It  should  be  remembered,  too,  that  the  life  of  the  average 
wage-earner  is  not  an  enviable  one.    It  is  so  distasteful,  in 
fact,  that  nearly  every  wage-earner  only  looks  forward  to  the  day 
wlien  he  can  leave  it  permanently,  ao   greater  misfortune  can  be- 
fall one  who  is  in  possession  of  economic  security  than  to  be 
compelled  to  return  to  the  uncertainty  and  n.eagre  income  of  a 
mere  wage-earner,  and  compete  again  in  the  labor  market  for  a 
job  unless  he  or  she  is  possessed  of  a  special  skill  that  is  in 
immediate  demand. 

When  industries  are  new  »*»«- natural  resources  are  undevel- 
oped, the  opportunity  is  apparently  open  for  the  industrious  and 
efficient  to  escape  the  wage-earner's  burdens, and,  for  a  time 
at  least,  go  into  the  more  invigorating  ? nd  stimulating  chance 
at  business.   In  fact,  a  generation  or  so  ago  it  was  a  badge  of 
inferiority  to  remain  a  wage-earner  all  one's  life,   jjut  however 
distasteful  the  situation  becomes,  the  wage-earner  must  recognize 
the  fact  that  it  is  opportunity  tuat  enables  him  to  rise,  and  that 


-O'tO 
8i 


vIt-^S; 


'?<>rtTyv.j   ori 


.  zi 


:ii  ^o  aold^sftJ* 


r  ■       ;:»  r  ,  '  f 


^I*i 


X91  ed  JJIiioda  tl 


"•  -♦^  a  i~-  •: 


.    IcTiiBnamisq  it   evBSl  aso 


.iJTteouii 


:&i   OJ 


saiBO-s'^jiw  BTswa 


.  Ij :;.;'.    "■  ^'     9. 


-t-^-  BefT-tSffbnr 


oitle 


•^s^?^wo 


opportunity  in  a  modern   in{iui:trial   system  does  not   even  knock 

the  proverbially  "onoe  at   every  man's  door"  as   it  was  thought 

to  in  the  past.   In  other  words,  the  status  of  the  wage-oarner 

is  becoming  more  and  -..ore  fixed.   (The  following  describes  the 

situation  admirably;  though  it  may  be  a  little  over-drawn,  the 

figures  and  presentation  are  essentially  correct. 

"The  maximum  amount  of  income  v.hlch  the  workingman 
may  earn  is  limited.   I'o  be  sure,  there  is  always  a  chance 
to  rise  out  of  the  ranks  of  the  v.orkers  and  become  a  man- 
ager or  a  capitalist,   i'he  existence  of  this  chance  to 
rise  has  never  been  questioned,  tnough  its  mathematical 
boundaries  ai-e  not  always  understood.   Consider,  for  ex- 
ample, one  of  the  greatest  si.i.  le  industries  in  the  unit- 
ed iitates,  the  '•'•ailroad  Industry,  employing  nearly  a 
million  and  three-quarters  of  men.   What  are  the  possibil- 
ities of  advancement  in  this  industry,  as  shown  by  the 
statistics  of  the  Interstate  Commerce  Commission? 

"There  were,  in  1910,  5,476  general  officers  direct- 
ing the  activities  of  the  million  and  three-quarters  of 
employees,   xherefore,  in  the  business  life  of  the  gen- 
eral officer  and  in  the  business  life  of  the  employee,  each 
employee  should  nave  one  chance  in  three  hundred  to  become 
a  general  officer  at  some  time  during  nis  life,  provided 
that  the  employees  live  as  long  as  the  general  officers, 
and  provided  furtlier  that  all  the  general  ofiicers  are 
drawn  from  the  ranks  of  the  employees,   iieither  of  these 
assumptions  is  correct,  because,  in  the  firijt  place,  in- 
surance tables  indicate  that  the  life  of  the  general 
officer  is  longer  than  the  life  of  the  average  workman; 
Hnd,  in  the  secjond  place,  the  general  officers  are  not 
always  drawn  from  the  ranks.  Leaving  these  two  consider- 
ations out  of  account,   it  is  apparent  that  the  mathemat- 
ical proDability  of  the  average  railroad  eiiiT  loyee  becoming 
a  general  manager  is  about  one-third  of  one  per  cent, 

"Supposing  that  your  term  of  service  is  twenty  years. 


*nw 


Financing  a  l^age-earner 's  iiomily,"  by\>eot  i<ef.ring. 


^'^'^  Jinsst 


^^•'  ijTtiaooed   at 

* 

imrofaa  fin 
-Jin  a  oil  aJ   \o   6i(j    , 


noj..- 


9VlI 


.Sfli-x.iOki  Soo^A  y.6   ",x-t  5iiia©-eiBX  «  BnionanllL 


V* 


the  chances  are  one  to  one  that  during  that  time  you  will 
be  injured,  and  one  to  six  that  you  will  be  killed:   so 
that  the  Ciiance  of  your  being  injtired  is  three  hundred  times 
as  great,  and  of  your  being  killed  ;s  fifty  time  as  great, 
as  it  your  chance  of  becoLiing  a  general  officer  in  the 
company  which  is  employing  you." 

In  other  words,  modern  industry  tends  to  ^eep  the  worker 
in  his  place.   Machine  tenders  are  not  hired  for  the  purpose 
of  becoming  superintendents,  but  to  remain  machine  workers,  because 
it  is  more  profitable  for  them  to  remain  as  such,   xhis  tenden- 
cy is  noted  in  the  effort  of  employers  to  reduce  the  labor  turn- 
over,  ihe  reduction  of  the  labor  turnover  to  a  minimum  means 
that  the  industry  has  become  static  and  the  workers  fixed  in 
their  positions  with  a  minimumchanoe  to  rise,   -^he  significance 
of  this  is  that  economic  emancipation  for  the  wage-earner  does 
not  lie  in  the  opportunity  to  escape  the  vage-systera,  but  in 
making  more  tolerable,  acceptable,  and  inviting  the  lot  of  the 
wape-earne. . 

What  is  the  answer  of  Vocational  ^.ducation  to  this  situa- 
tion?  It  depends  up^n  the  trend  of  the  Vocational  movement. 
Vocational  education  in  Germany,  where  it  was  the  most  perfect 
expression  of  an  educational  system,  tended  to  make  more  secure 
the  status  of  the  worker,   'x'he  severest  criticism  that  can  wall 
be  uttered  against  the  German  system  is  the  fact  that,  early  in 
the  elementary  graaes,  it  enlisved  the  rank  and  file  of  tiie  work- 
ing people  into  an  industrialism  from  which  it  was  impossible  for 


3  m 


'C?:, 


to  et 

toe 

tpbom    ,8btow  lerfto  til 


-n©dn' 


ot  nert; 


ni:   be 


Oi 


■i.iawuu. 


3   oimonc- 


erfif 


stteiv 


oyerf  io 


r»  \,'>>.L'^.U  — 


to  coi  Jsi/Jb^a 


.levo 


iU       Tj, 


e  ' 


.siaaiTiieoo- 


sti  i'on 


ic 


.0:11  iB»iiS£iJB  '!«  ojnr   eiffoeq  ?iflt 


the  industrially  trained  worker  to  escape,   '.^-'he  German  Continua- 
tion school  meant  a  continuation  as  a  poor  wage-earner  for  the 
German  worker,   whether  we  meet  the  same  fate  in  ■'i-merican  depends 
upon  whether  vocational  education  is  directed  in  the  interests 
of  democracy  or  in  the  interests  of  the  commercially  dominant 
regime.   It  may  be  that  special  training,  due  to  vocational  edu- 
cation, will  enhance  the  opportunity  of  those  specially  trained. 
But  if  vocational  education  becomes  general  the  special  cases 
will  not  be  such  a  vital  consideration. 

A   second  very  pertinent  economic  considera^ion  that  thrusts 
itself  into  the  vocational  education  field  for  cont;ideration  is 
the  wjiole  tendency  of  the  reduction  of  individual  skill  due  to 
the  industrial  revolution.   In  the  age  of  handicraft  production, 
the  skilled  vorker  set  the  pace  in  industry,   ^he  production  of 
economic  goods  depended  upon  the  training  of  the  vorkers,  which 
was  provided  for  by  an  adequate  apprenticeship  system.   It  was 
during  this  stage  of  industry  thav  Gibbons  speaks  of  the  "Golden 
Age  of  Labor"  during  the  :  ourteenth  and  fifteenth  centuries."* 
It  was  a  golden  age  for  labor,  not  because  labor  or  society  in 
general  was  far  advanced  or  possessed  much  that  we  value  highly 
today,  but  becf.use  labor  was  secure  in  what  it  did  possess,  name- 
ly, it9  craft. 


*"Industrial  iiistory  of  -ngland,  p.  79/ 


■^"'^                    .  •    >^    tuH 

•  AoiJ  aoy  Xisi/y   d  i:                    OA  XXivic 
u.Ty»                                                                      :>e    Jrrert it-xe^  rrtev  ; 

oJ  .i9j   ©It;  .t;   ailJ" 

,noltO'              riiSit.  .                              vi*  ill      .nol.t£,fIo'/9i    L^lt^ci  nJ- 

'to ,  Ji-'i  J  ^  »■•  i-^-' - .   --:' -            -jaijii.!  •■ixxiiie   aiiJ 

,      .5.*;;'':;     • ,  f   f /. '•  f5  ?  trfMlii  ';nAn'                                          fsA-h  i  ■■                         : 


\ii\    .,    .oxisis^n'-  xO  \';-io;i:8i;a  latt^reiu. 


The  most  significant  event  for  labor  in  the  whole  industrial 

revolution  has  been  the  loss  of  the  craft  or  the  diminished  value 

of  individual  skill.   *"ith  the  invention  of  the  machine,  there 

passed  into  the  machine  the  skill  once  contained  in  the  ne.nd  of 

the  worker.   [This  single  fact  accounts,  more  than  all  others,  for 

the  breaking  down  of  the  apprenticeship  system  of  industry,   ivith 

the  elimination  of  the  craft  there  passed  the  necessity  for  the 

apprentice  with  his  long  and  continuous  training.   In  a  word,  the 

machine  industry  merns  thft  the  various  kinds  of  skill  that  the 

trained  trades-man  practices  in  an  art  are  separated,  reduced, 

and  simrslifled  till  the  process  no  longer  represents  a  craft,  but 

a  series  of  simple,  special  operations,   ^his  is  so  characteristic 

of  modern  industry  that  the  r,'age  norm  is  established  in  terms  of 

the  unskilled  in  many  ca:;os.   -^he  following  illustrates  this  trend; 

"Large  as  is  the  proportion  tnat  unskilled  labor  forms 
of  the  total  labor  force  in  the  iron  and  steel  industry, 
steel  experts  have  noted  the  fact  that  the  tendency  of  re- 
cent years  has  been  steadily  toward  the  reduction  of  the 
number  of  highly  skilled  laen  employed  and  the  establishment 
of  the  general  wage  on  the  bauis  of  conimon  or  unskilled 
labor,   i«or  is  this  tendency  likely  to  diminish,,  since  each 
year  sees  a  wider  use  of  ijuchanical  appliances  which  un- 
skilled labor  can  easily  be  trained  to  handle."* 

The  dominance  of  nandicraftism  has  passed,  and  to  the  econ- 
omist at   least  it  nas  gone  forever,   ^he  world  will  not  likely 


*Senate  i>ocument  ilo,  SOI,  •-'umuary  of  the  "apes  and  Hours 
of  Labor  in  the  Iron  and  Bteel  Industry. 


57 


retrace  its  steps  to  a  recrudescence  of  hand  production.  I^chine 
production  means  refinement  of  function  and  more  perfect  control; 
and  while  there  must  always  be  c  nximber  of  Jiighly  skilled  opera- 
tors to  set  the  pace  for  the  machine,  yet  this  group  does  not  con- 
stitute the  rank  and  file  of  the  workers  in  industry. 

•i-'he  third  economic  consideration  Vvhich  is  closely  related  to 
the  above  and,  in  fact,  is  a  part  of  it,  is  the  receiitly  developed 
practice  of  scientific  management,   ocientiiic  management,  if  it 
means  anytliing  at  all  to  labor,  must  forecast  a  dismal,  dark  and 
hopeless  prospect  for  labor  organizations  based  on  craft  control, 

(The  following  shows  the  import  of  scientific  manageii.ent  for 
labor,  organized  or  unorganized;* 

"Scientific  management  at  its  best,  furthers  the  modern 
tendency  toward  the  specialization  of  the  workers, 

"xhe  inherent  tendency  of  scientific  management  to  spec- 
ialization is  buttressed,  broadened  in  its  scope,  and  perpetu- 
ated by  the  progressive  gathering  up  and  t^ystematizing  in  the 
hands  of  the  employers  of  all  the  traditional  craft  icnowledge 
in  the  possession  of  the  workers.  With  this  inforination  in 
hand,  ^nd  functional  foremanship  to  direct  its  use,  scientif- 
ic management  claims  to  have  no  need  of  cra:ftsmen  ,  .  ,  i^nd 
as  this  body  of  systematized  knov/ledge  in  the  hands  of  the 
employer  grows,  it  is  enabled  to  broaden  the  scope  of  its  op- 
eration, to  attack  and  specialize  new  operations  and  new  in- 
dustries so  ihat  the  tendency  is  to  reduce  to  more  and  more 
simple  operations,  and  more  and  uiore   workers  to  the  positions 
of  narrow  specialists," 


Prof,  x>.,  i',  iioxie's  report  in  the  Mfinely  iieport  of 
Industrial  Relations  Goiiiinission, 


the 


;iaT*aoo  tfoeiTSii  9io.  ;  Jono"  xecaan  aaeta  aottouboiq 


erfj  i;  .  3ui«J8^^4  has  qsi  -^ai  xq  eii*  x^  ^ 

,881/    8j£    itO&tl|>    oj    qi  :>ioi    i  ,  bnBil 

-qo  I  oqooa  erij  neisiioicj   oJ  belosne  ah   Ji     ,       i-%  tv 

anolJ  .tow  0  9"ioai 


00 


ocientiflc  management  expresses  itself  in  at  least  three 
ways  of  importance  to  labor: 

(1)  It  eliminates  the  skill  of  the  worker. 

(2)  It  incref'Ses  the  production  of  goods. 

(3)  It  replaces  men  by  raechanisms. 

What  reply  has  Vocational  iidueation  to  tnese  tendencies? 
Por  labor,  the  elimination  of  the  skill  of  the  worker  means 
the  end  of  nis  power  over  his  craft,   uf  course  it  should  be 
noted  that  skill  can  never  be  entirely  depleted,  but  if  the  major 
part  of  it  can  be  done  away  with  in  the  industrial  process  the 
tendency  of  labor  specialization  will  be  toward  an  unskilled 
basis,   xhis  does  not  i.ortend  a  hopeful  future  for  organized 
labor,  as  in  the  history  of  the  labor  movement,  the  greatest 
obstacle  to  labor  organization  has  been  the  unskilled  worker,   m 
no  other  way  can  scientific  management  be  so  efficient  in  its 
power  to  break  down  the  solidarity  of  the  organized  crafts. 
Whether  vocational  education  has  any  significance  here  depends 
upon  whether  it  constitutes  an  increase  of  skill,  or  an  increase 
of  economic  knowledge  pertaining  to  the  production  and  distribu- 
tion of  economic  goods.  An  increfise  in  the  number  of  skilled 
workers  will  not  be  a  beneficial  contribution  to  organized  labor 
unless  there  is  a  corresponding  demand  from  industry  for  them. 
But  if  these  skilled  workers  are  taught  to  desire  a  larger  share 
in  industry,  and  therefore  to  assume  greater  responsibilities 
and  make  greater  demands  for  social  betterment,  they  may  become 


3-t^-    ^f-  B9889'xq[X©  in  ottttne 

.1; 

sd  BX  9310  0  .  TO   towc  dJ 

.  9iic>"  aaeooiq   Laltiexi'Dai.   enj   iii:   iiJiw   .jawa  encij  so   a^jo   Ji   lo   J'l^q 
ieliiiBcuf  aJ8  fiiiSwoJ^  ed  Iliv?  nolJasil-Sloeqa   -xocfBl  'to  '^oaeba^^ 

jsiaa^io   6.  tewoq 

-x/dxTJLiD  Dfla  fl  ,  09  to 

h'rl       '      \'.     'to     10^  rtOit 

.u.e :iJ  "lOT:  ^i4"8JuiJnx  fflotl  liaaaiet  snlDaoqeextoo  «  ai  i^lnu 

aei Jiixdienoqao-i  leO^seis   •auiatss   oJ   aiol»i»ft,t   ban    ,^ii  ixi 

offlooed  ^eai  ^BAi  tia.wai9iS«6  lalooe  lo*  aJbnBneb  leJjseTS  ajtcm  Jbiui 


a  valuable  asset  to  any  organization  of  labor. 

i'he  second  consideration,  namely,  the  increased  production 
of  goods,  brings  immediately  into  the  field  of  disucssion,  how 
shall  these  goods  be  snared?  ahould  all  the  benefits  of  the  in- 
crease go  to  labor,  or  snail  it  go  to  the  employer,  or  shall 
both  share  equitably?   xhis  phase  relates  to  the  social  side  of 
the  case,  and  one  of  the  reasons  of  organized  labor  is  to  pro- 
tect its  interest  here.  Any  considerable  increase  in  the  econo- 
mic production  of  goods  means  that  these  goods  have  to  be  dis- 
posed of,  either  consumed  by  those  who  reap  the  surplus,  or  sold 
in  foreign  markets;  or  a  reduction  haa  to  be  lijade  in  the  number 
of  workers  who  produce  these  goods.   Over-production  is  not  a 
new  term  in  the  economic  world  but  it  signifies  a  calamity  for 
labor.   It  means  that  the  foreign  markets  have  not  absorbed  the 
surplus  and  that  the  workers  have  not  been  paid  enough  to  re-pur 
chase  the  surplus,  and  the  result  is  a  bus;.ness  depression. 

It  is  quite  difficult  to  see  just  now  an  increase  in  the  pro- 
ductive powers  of  the  workers  is  going  to  offer  release  in  this 
situation.   Vocational  education  means  better  business  organization 
and  increased  production,  but  increased  production  is  at  the  heart 
of  the  trouble.   Vocational  knowledge — if  it  is  a  knowledge  of 
industry — will  do  good  provided  It  reaches  the  real  probleiiiS  of 
labor  on  its  organized  basis  for  better  hours,  better  pay,  and 
better  educational  opportunity,   tiuch  a  condition  can  be  solved 


«  ■  ^iai'Xd   ,8i)oo  i  "to 

oif  ai  aodiii    6«Kia»?jio  to  stioa&e-r  to  eno  fena   ,oaBc 

-onoo6>    9riJ"   fii:    esaeioai    elrfisiBi^lanoc    vn,\      .btriI   tROTe^trr  Joe? 

blOB  -so    «BjjIqiJja  orlt  qaet  oriw  e  ro    ,lo  i)»8oa 

j(f  6I10W  oiaonoo9  erii'  «1  artei  wen 


{»(   .t    Fi  -j.f-f  r.  a;. ,-r  ■.  r 

.iiwiaeeicfeb  886., 


csiaj   lit   eaaaiei  idl  ;§ii-tos)   si   8X9:^x0  to    a'l'  ^vlJowb 

iiolti^sinis^to   a8»ni8t/cf  isttecf  Hnsem  notJ^^onb©   I»ttott«ooV      .notd^auittB 


t'l 


I  o§i)8Xwoitii  s  si  Ji  tx — e^JjsXwonjt  XaaoiJaoov  ,  .sldwoxJ  ariv)'  lo 
±0  auiaidoxa  Ia»i   ori^   asrfoBsi    t  i:    bei)ivoiq  600"^  ob   Xrtw — ^jiJaubni 

baa   ,z^ui    ..-.j.    ,  -  ^      locfal 

J&9vIoa  e<f  nao  aoi^iJonoo  a  doira     ^^Jixii/J-ic  <oi5be  iei:t9d 


60 


only  by  the  workers  sharing  more  fully  in  the  industrial  process. 

A'he  third  consideration,  namely,  the  replacement  of  men  by 
mechanisms,  brings  to  view  the  full  significance  of  machine  indus- 
try and  the  factory  system,   xhis  is  a  viewpoint  only  too  much 
neglected  by  the  promoters  of  vocational  education.  A  needle  in 
the  hand  of  an  operator,  subject  to  the  operator's  will,  skill, 
and  control,  is  a  t  ol,  but  wnen  it  passes  into  a  mecnanism  and 
operates  independently  of  the  skill  of  th^  operator  then  it  is  a 
machine  in  the  economic  sense  of  the  word.   Whe  ordinary  jack-plane, 
to  which  so  much  attention  has  been  paid  in  manual  training  annals, 
is  a  tool  in  the  best  sense  of  the  term;  but  wnen  txiis  same  cut- 
ting bit  leaves  the  hand  of  the  operator  and  forms  a  series  of  bits 
rotated  by  mechanical  power,  then  it  is  that  the  craft  virtue  of 
the  tool  is  eliminated.   It  must  be  quite  evident  to  the  student 
of  machine  technique  that  in  a  great  i..easure  this  is  jru-st  what 
has  taken  place  in  most  of  the  highly  specialized  industries  of 
the  world  at  the  present  time.   Ihe  tendency  of  machine  production 
is  to  Dring  every  part  of  the  process  under  "rule  of  thumb"  con- 
trol,  in  factories  that  turn  out  standard  utilities,  such  as 
typewriters,  watches,  snoes,  textiles,  nails,  screws,  bolts,  auto- 
mobiles, farm  machinery,  and  tools  of  many  varieties,  the  substi- 
tution of  mechanisms  for  men  has  been  so  complete  that  by  far  the 
greater  part  of  the  work  ia  done  by  the  unskilled,  or  at  least 


,  ,  vTisiaqo   bill   OJ  Josi,ajj&    ^lOJuTSqo  a^: 

lie  ^ttin'  <j;niMn  nl   bts^q  need   eari  flOtJn»/J-^  rioiriw  tyt 


11 


'  1  y  I )  w      o  ju  v 


iit   tani  euprn 

:90:T!    n  "fi 

-noo  ."o  lai/tixf  saeooiq  eriJ  Tto  fiaq,  y^evo  -gxiii 

-Ij  ,  ..I  to  alo.  ,  oiJta  «r 


partially  skilled,  worker.   The  most  convincing  evidence  of  this 
fact  was  presented  to  us  during  the  late  war  when  it  was  found 
quite  possible  to  utilize  both  young  and  old,  male  and  female, 
vocationally  trained  or  untrained,  in  the  industries  of  the  coun-- 
try  and  at  the  same  time  do  it  econon;ically  and  profitably  from 
the  standpoint  of  production  of  economic  goods,  m   the  shops  of 
England  it  was  found  advisable  to  use  untrained  female  help  to 
the  extent,  in  some  cases,  pf  from  60^b   to  80^  of  the  workers. 
Such  a  situation  was  made  possible  only  by  the  prevalence  of  ma- 
chine industry. 

Another  interesting  sidelight  on  tnis  same  pnase  of  the 
question  is  in  the  special  training  schools  for  riveters,  steam 
fitters,  lathe  hands,  and  many  special  operations  that  required 
only  a  few  weeks'  preparation,   xhis  was  maue  possible  by  the 
fact  that  mechanisms  had  so  largely  displaced  the  ancient  nandi- 
c rafts. 

All  classes  interested  in  the  subject  of  vocational  educa- 
tion see  in  it,  along  with  waatever  other  content  it  may  possess, 
the  common  attributes  of  economic  safety,  independence,  and  well- 
being.   Its  purpose  is  too  frequently  sumr.ied  up  in  the  phrase, 
"Learn  a  trade,  for  when  you  have  learned  a  trade  you  nave  some- 
thing raoi-e  valuable  than  money;  your  money  you  may  lose,  but  your 
trade  you  always  keep,"  ihis  sentiment,  while  it  is  not  wholly 


sinj  lo  eoaebtvB  ^aioat-vaoo  taom  erf'*'      .7'??f^o■T•   ,6Birx:^s 

,6l.5.ie^   bus  I  ,oiu  una  ^auu)t  dtod  estli^Tir  03"   eldlaaoq  eti^p 

X.C  >i  oriJ  ai      ,Hboo^  oIcoosxooq  lo  nottt)  to  tnioqfixiaJ'e   Bdi 

ot  qle-A  eiBiv.91    ben  a?   olrfaBfTba  fcnuo"^   sr      .,     .,.. 

•         ^     ^  ■ 

il   ^nsiona  erlJ   fceoplanii.  vle'^iri    03    fcnri   arte  frtr^rloeni  i..:- 


62 


otsolete,  is  so  much  so  that  it  hardly  applies  with  the  peculiar 
force  it  once  possessed.   it  rather  implies  an  economic  condition 
in  which  the  prevailing  mode  of  production  is  that  of  the  handi- 
crafts, dependent  upon  the  individual  skill  of  the  worker.   aIso, 
a  situation  in  which  the  opportunity  for  transition  from  worker 
to  master,  and  finally  to  entrepreneur,  is  the  rod  for  the  thrifty 
and  enterprising,   'x'wentieth  century  industrialism  has  placed  a 
different  aspect  on  this  situation,  namely,  xhat  economic  safety, 
independence,  and  well-being  lies  not  so  much  in  an  education  that 
protects  the  craft,  as  in  an  organization  of  labor,  that  has  for 
its  object  the  securing  of  a  larger  share  of  the  fruits  of  indus- 
trial cooperation. 

Another  angle  of  the  vocational  education  proposal  is,  what 
relation  will  it  systain  in  the  "creative  impulse"  in  industrial 
life..  It  is  quite  evident  that  the  mass  production  of  goods  has 
lost  much  of  its  original  impulse  to  create,   participation  in 
machine  production  is  not  made  for  the  "joy  of  work."   .,ith  the  com- 
ing of  the  iijachine  and  the  loss  of  the  individual  initiative  due 
to  personal  tasks,-  there  has  come  a  corresponding  loss  of  interest 
in  the  tasks,   -^his  is  due  chiefly  to  the  fact  ti.at  formerly  the 
worker  knew  a  whole  job  and  now  tie   knows  only  a  small  part  of  it. 
Ho  one  has  put  this  issue  belter  than  nerman  ochneider,  Kean  of 
the  College  of  j:,ngineering,  university  of  Cincinnati,  who  says, 


.a  o«   ai    ,o;J"eJ!oecfo 


_-Tv  mcT'^    no?r*rart 


.3f»lB  cicfT^t  te   &nn 


r..->-r 


-atoo  e 


JpaaeJiii    10    fctsoX   3111'  iiiotj 


J.lJCi 


to  oeed   .leMeni 


sTon  ei  noiJouuoiq  enirioac: 

J   Bub  ai    airf*      .         'i    oti 
T   toaCed   0088  1  ©xria"  ^yq  eart  onu   ott 


0«3 


"xhe  situation  then  sifts  down  to  this;  energizing 
work  is  decreasing,  enervating  work  is  increasing.   »Ve 
are  rapidly  dividing  mankind  into  a  staff  of  mental  work- 
ers and  an  army  of  purely  physical  workers,   'xhe  physical 
workers  are  becoining  more  and  more  automatic,  with  the 
sure  result  that  their  minds  are  becoming  more  and  more 
lethargic.   L'he  work  itself  is  not  cnaracter-building; 
on  the  contrary,  it  is  repressive,  and,  when  self-expres- 
sion comes,  it  is  nardly  energizing  mentally."* 

The  answer  of  the  advocate  of  vocational  education  is  that 
this  is  a  prolific  field  for  amelioration  by  vocational  education; 
that,  if  a  scientific  and  artistic  content  be  embodied  in  the  train- 
ing of  the  worker,  he  will  more  v/illingly  undergo  the  discipline 
of  the  machine  because  he  will  see  more  intelligently  and  vividly 
the  relation  he  bears  to  the  whole  industrial  process.   'I'he  valid- 
ity of  this  assumption  Is  open  to  the  most  drastic  criticism,  jr'rob- 
ably  the  truth  lies  nearer  in  the  statement  that  the  less  energizing 
the  job,  the  less  intelligent  the  worker  o  ight  to  be.  perhaps  noth- 
ing is  so  deadening  and  soul-killing,  as  the  realization  of  a  work- 
er that  he  possessses  capacity  far  in  excess  of  the  work  to  which 
he  is  attached,   ihe  greatest  calamity  that  can  bef aU  a  worker  in 
an  industry  is  to  be  demoted  from  a  director  of  enterprise  to  that 
of  a  process  worker.   m  other  words,  if  the  increased  education 
is  not  to  function,  interest  ceases  for  the  worker. 

It  may  now  be  asked  wJiether  vocational  education  will  re-or- 


*"j^;dr-catlon  for  industrial  "orkers." 


rtHv»T 

1       f>tij 

-■    A  1 

.  ■      .      I    V    .r 

ST 

eiu8 

00 

aois 

If'  1^    , 

TCXJ&aan   ex 
SiM-.  ...  :iiOOvh. 

d;^  al  &el/>otfiBe  ed  tcieinco  oLtBli-ti'  Ltadtoe  ,tmAS 


^liiviv    ai  IX    ©lOiu  oea   li  iw  ii/uoed   ©aiiiuism  erf*  io 

-ill  It','  .  :p.eociq    f5  titaff&f!  r   eloffw  or,  ;f/;efr  ©d  noi-tplet  '"►rfJ 

^Isla-xafl©  aeel                                   •3'a   ei;            to'ieefi  eetl  d&is-Li  sriJ  ^Xds 

-i';l-  .;-             ij-^      ,f*rf  oj-   i'rf'ft    -   TosJtOT?  oii3^    o^nea 1 1 lo Jn  1   389.:    erij'  ,dot    orft 

-x..--,v  ->    iu  aoiJ^aiii                         ,                                          aiaQJaasi  -ax 

rioxriw.oj"  iiow   Rrit  to  aaeoxo   ctl   lijt  yjti.                    aaeeaoq  ia 

Jij.  38£iqt9;fii*  lo  tofo jttb  a  mcii  fietomei)  ea    oi  ai  v  nii 

.  hh -n-  _  .  ,al>iow  iDrti'O    ~;         .lejiiow   »*aoaotg  8^0 

-10-91   li!./  notJaoi/bc  /  lieMaa  ecf  von  -vixsiti  ti 


•tSBisbai 


ganize  industry  with  the  purpose  of  eliminating  the  enervating 
positions.   It  can  hardly  he  expected  that  this  will  result  from 
the  general  practice  of  vocational  education.   It  will  rather 
accent  than  retard  the  present  tendency  toward  machine  special- 
ization.  It  can  hardly  he  expected  that  there  will  ever  be  an 
appreciable  return  to  the  handicrafts.   This  was  the  object  and 
also  the  failure  of  the  Arts  and  Grafts  Movement  during  the  nine- 
ties of  the  last  century,   '^he  ^.rts  and  Crafts  Movement  in  educa- 
tion had  little  influence  on  industry  because  it  did  not  sense 
the  significance  of  machine  technique  and  i;iodern  industrialism 
upon  which  it  was  based.   Industrial  and  vocational  education 
took  its  place  because  it  was  more  in  consonance  with  present 
day  production  of  economic  foods, 

5^he  function  of  vocational  education  in  such  a  situation 
will  not  be  in  the  immediate  advantage  of  better  adaptation  of 
the  worker  to  the  machine  but  rather  in  an  emphasis  of  the  thir- 
ty-fourth clause  of  the  recent  Report  of  the  Uommittee  on  -^ouca- 
tion  of  the  Hew  York  btate  Js'ederation  of  Labor,  v/hich  is  as  fol- 
lows : 

"We  recommend  that  courses  of  study  be  organized  in 
history,  civics,  labor,  health  and  compensation  laws,  and 
econoriiios,  under  the  guidance  of  the  State  i)epartment  of 
Education,  for  if  labor  is  to  intelligently  exercise  its 
fullest  political  power,  the  members  of  unions  and  other 
wage-earners  should  have  exact  and  scientific  knowledge  of 
the  subjects  mentioned," 


•ooijjbi  .tuuiev  J  baa  &i  .xtu&neo  tsal  eAi  \o   seit 

mat  ^.  iiifaijiini  ateboa!  boji  Qisptasioe^  eninoam  lo  eorujollln-gla  aril 
nolj-floxrba  lAno  tvtis'jov  iia-3  Xxjiiiaiiinil  .baeBd  arrw  J-i  rioi:''w  aoc^u 
jnaeJ&-iq  ilJ"iw  eoa*jiioan.oo  a:  :*   il   e&aaoe6   eoaXcj 

.ehoo'i  oliiiortooe  lo  nottoifboicf  ^^^6 
aoiliitrJi'  -fB  ai  aoljtfowije  Xiuioi  jboot  lo  iioisoois'x  (.  t 

io    rtoJtJ"Ajq«.b4t  -xe^trfed  lo   ei^i.  jtaci) 00110:1   e'i>t   nl-  ed  ton  IIlw 

fit   jDesin'-^-^io   erf  'rbuJ^  io  aeeii"  joet  ©W" 

JbiiA2    .Livirx'. ;  !0u  brus  iiJX  ,       'hX    ,aoivJto    ,^(:■ 

■"■  '"      - :.  dJ   •xobou    ,r-  ' 

leril^o   baa  ecoiau  lo  e  r 

".Jbenoi Jfi6ia  aJ-oet^J^"' 


65 


Another  phase  of  the  vocational  education  movement  that 
greatly  interests  all  classes  of  labor  is  the  relation  of  voca- 
tional education  to  poverty,   poverty  ia  the  especial  charac- 
teristic of  those  who  do  the  world's  work;  and  since  vocational 
education  is  offered  in  so  many  instances  for  the  relief  of  the 
poverty-stricken  rather  than  for  the  elevation  of  their  souls, 
it  is  very  pertinent,  indeed,  to  determine  Just  how  much-v&lidity 
there  is  in  the  assumption. 

Marshall  says : 

"It  is  poverty  in  the  sense  of  economic  insufficiency, 
its  wide  extent,  its  assumed  necessity,  its  tragic  conse- 
quence, that  forms  the  real  problem.   There  are  great  bodies 
of  people  in  the  city  and  in  the  country  who  from  birth 
have  less  than  enough  food,  clothing,  and  shelter,  who  from 
childhood  must  toil  long  and  /lard  to  secure  even  that  in- 
sufficient amount;  who  can  benefit  but  little  from  the 
world's  advance  in  material  coiofort  and  in  spiritual  beauty 
because  their  bodies  are  undernourished,  their  minds  over- 
strained, and  their  souls  deadened  by  the  bitter  struggle 
with  want.   These  are  the  real  poor  of  every  community — 
the  rriasse8--not  lacking  in  industry  and  thrift,  yet  never 
really  able  to  earn  enough  for  a  decent  existence,  and 
toiling  in  the  constant  fear  that  even  these  bare  necessi- 
ties may  fail,"* 

The  existence  of  poverty  need  not  be  argued  in  this  paper, 

Studies  have  been  made  running  into  many  volumes  that  prove   its 

existence.   Wherever  any  survey  such  as  the  Pittsburgh  purvey  of 

the  Russell  iiage  jsoundation  of  the  lives  of  the  working  classes 


♦  ft 


Erinciples   of  i^conomics,"  p,    2  and  3, 


-30or  lo  notJ^Ia-  3t    lOff.-.'.I   to   asasBlc   Ilr,   stfiATP.t  xi   \jlcr'-«'r^ 

lanoiJaooT  sonia   !>««    ;iiow  "s'bliow  ©riJ"   ob   orfw  eeodi  ^o   ol^latiet 

,siiJ08  -xieficr  "io  rtoia^vaie   ortcr  lol  aadt  leAiBi  a»AotiiB'%ii9roq 

.xiuxJ'qaujaatj   »iiJ   ni. 

:  av,iia   IlarfataM 

j'j;."-:.  i.^  ,  x'i^-.^:! .    ox. jo;.  c    Ji'' 

-tf&iioo    •ji^e.iJ    Svfl     ,  ,  .    ef)tw  eSt 

a&lbod   iaQ^:^  eiB  oi-  .neldo^q  Idea  eriJ  aanc  r    ,eon9i;p 

rftil^rf  {i-^"-'  't  nl   baa  ^;fto  ©rid^   p.x   s  ^  "0 

iuoi^   ori.7    ,-\  ,.  10    ,I)Oot  riB^onr^   n-v^J   «r;  .,•..  -, 

•at  a6v©  extfoea  o.t  b^.B'^   baa  yiol  II.  .i  ^ooxiJblirfo 

eaj    uioil:   9l:r;JrI   ^ucf   fl''  '  ^  ""     ' 

\iijaQd  iauililqa  ai   baa  tiv  .'■■■/ 

-18V0  ebaia  liBiiS    ^bea&liuoniebajj   ena  aoJtbod  iteriJ   eax/BOScf 

eX^      -~     --t^id  9ri;f  ^d    --'--■   -   ,-oa  i±-'"    "~"    ^.-....^♦.^ 

—  \,  -J   ^T8V9   lo  etfl   f  ^  .  / 

Tsven  J6V    ,       .taJ  baa  ^i^Bubax  ni  .osi   ion — e 

bojB    ,..  '  ■"    '  "Tob  s  to^  rivjv-c:        -- .-   "  ♦■   aXu;;    v,j..l^6l 

-Isaeoen   e  j  Jsrf;}-  -XBei   J^  ni  •?nxIlo:t 

.legso   Bint  nt   betr^ia   ed   *on  been  v.-ttovoq  lo   eoned"8txe   erPT 
lo  ^evxaii  riBiud8*Jl<i  erfJ   aa  rtous   ijevxi/s   ^xib  aeveie  .gone^elxe 


t 


.;    .,    '  ,80 trao cioo*:*  to  aelqlont'ta'^* 


is  nade,  poverty  is  found  to  be  the  cencerous  growth  at  the  root 

of  many  of  the  evils,  if  not  the  most  of  them,  in  the  worker's 

budget  of  ills. 

As  Marshall  notes,  poverty  is  in  the  main  not  due  to  lack  of 

personal  thrift  or  enterprise.   In  fact,  in  the  slum  regions,  where 

hours  of  labor  are  the  most  hard  and  grinding,  the  prevalence  of 

poverty  is  the  most  conspicuous.   It  seems  as  tnough  those  who  are 

the  most  ndustrious  are  the  most  heavily  Sifflicted  with  it.   In 

fact,  a  class  that  can  secure  a  large  measure  of  leisure  is  fai 

more  likely  to  be  economically  independent  than  the  more  het-vily 

burdened  toilers. 

Probably  the  verdict  of  most  students  of  the  poverty  problem 
would  give  as  its  cause  chiefly  that  it  is  an  incident  of  the 
modern  industrial  states,  At  le.st  where  the  machine  has  set  the 
pace  and  machine  nroduction  has  become  the  prevailing  mode  of  pro- 
duction, there  will  be  found  in  the  most  acute  form  the  v/orst 
cases  of  poverty,   jroverty  is  a  concomitant  of  large  industrial 
centers,  and  incongruent  as  it  may  seem,  in  these  same  industrial 
centers  there  is  amassed  the  huge  fortunes  of  thd  time. 

Poverty  does  not  exist  because  there  is  a  dearth  of  economic 
goods  and  not  enough  to  go  around.   In  fact,  the  workers'  indus- 
trial capacity  has  increased  many  fole  v/ith  the  increased  use  of 
machine  technique,   Surplus  weajth  has  increased  at  the  most  satis- 


8*"ia>i0¥/  odif  ni    .taoii.  aoia  erid^  *^Ort  1L    ,8liv  lo  \tnijni  lo 

ill      .ti.   (ftlw  fee^ttvU^tfl  ^Itwert  teom   ©rf*  siii  atrotTtHufefr     Jeooi  ed^t 

^le^iiJ    eiofli 

-01  'l)oai  ':  reiq  eriJ  ©fflooecJ  aari  iiotfouooi  eoaq 

.  ,jj-..  hrfi/n"*-   erf   ^f^^^  ,       ^touf) 

ifcjjimoofloo  a.  6i  ^t:t»vc        .    Jiavo  ieaao 

.  L  .III  J      Si  I  J      i ' .     ^.  55 .  • 

oxtaofloo- 
to   9»iJ   Deaasio;  beaat 


factory  rate.   In  fact,  it  .oas  forced  into  prominence  the  ques- 
tion of  world  markets,  and,  in  the  case  of  the  last  year,  the  prob- 
lem of  the  world's  domination. 

Hollander,  in  summing  up  his  little  book  on  "The  Abolition 
of  Poverty",  concludes  that  "The  three  great  supply  Bources  of 
wealth  are: 

(1)  The  underpaid, 

(2)  The  unemployed, 

(3)  The  unemployable, 

"Chronic  underpyament  arises  from  the  failure  to  substi- 
tute collective  for  individual  bargaining  in  wage  contract- 
ing, or  from  excessive  gains  of  enterprisers,  or  from  social 
undervaluation  of  product, 

"Unemployment,  understood  as  the  involuntary  idleness 
of  competent  workmen,  is  the  result  of  cyclical  depression, 
of  seasonal  fluctuation,  and  of  the  disposition  of  modern  em- 
ployers to  keep  on  hand  a  reserve  fund  of  unemployed  labor 
which  is  available  In  seasons  of  exceptional  activity, 

"Finally,  for  the  residuum  of  unemployebles ,  due  to 
industrial  accident,  sickness  or  old  age,  a  comprehensive 
system  of  social  insurance  must  form  the  main  line  of  attack." 

Essentially,  too,  unemployment  is  due  to  the  fact  that  there 
are  more  persons  seeking  employment  than  there  are  positions.   This 
is  due  to  the  fact  that  in  a  large  measure,  as  has  been  pointed  out 
in  this  paper,  tnere  has  been  a  substitution  made  of  mechanisms  for 
men, 

For  the  underpaid,  vocational  education  must  offer  not  more 
efficient  workmen  SKilled  in  the  technique  of  tneir  profession, 
but  rather  intelligently  directed  courses  in  labor  organization. 
The  reply  to  underpayment  is  a  solidly  organized  labor  group  for 


xTOW     . 

0  8»JB.  lo  fliel 


10  Sdyi^-  ,"^«^' 


uiJ  aoi^ifJitt- 


■••w 


.oic  .  J 


9 


irY^sfino  o^  "^Xcfet   »ii- 


the  purpose  of  protecting  its  own  interests, 

For  the  unemployed  due  to  lack  of  skill  it  must  furnish 
special  short  xinit  courses  in  the  skilled  crafts  to  moet  the 
needs  of  industry.   It  is  here  that  vocational  education  can 
function  the  most  efficiently,   i'or  the  unemployed  who  are  out 
of  work  due  to  the  fact  thft  their  services  are  not  required 
in  industry,  vocational  education  must  again  enrich  its  content 
and  face  the  economic  situation  that  a  decrease  in  the  number 
of  working  hours  will  provide  employment  for  an  increased  num- 
ber of  workers,  and  the  question  becomes  again  one  of  labor 

organization. 

For  the  unemployable  due  to  industrial  accident,  sickness 

end  old  age,  vocational  education  may  recover  some  of  them  but 
its  work  in  this  field  must  remain  quite  confined.   Of  course, 
in  the  case  of  accident  much  can  be  done,  such  as  is  being  done 
by  the  Government  in  the  rehabilitation  of  wounded  soldiers. 
But  labor's  interest  lies  more  in  the  direction  of  social  insur- 
ance tnan  in  education  for  special  tasks, 

ihe  ijignificance  of  a  situation  in  vtoich  unen^ployment  is 
due  to  the  fact  that  there  are  i^iore  workers  tnan  tnere  are  pos- 
itions in  which  mecnanisms  nave  been  substituted  for  men,  may 
also  indicate  that  tiie  cultivation  uf  foreign  trade  has  not  been 
carried  on  or  organized,   i'his  opens  up  a  new  field  for  the  vo- 
cational educator  of  the  most  highly  specialized  and  technical 


''^^'     '"''"     ■■■  ■^■•^HL    OCT    -f-    J5e^0Xq...ai...j    t»ii^    ID'S 

ff^^'  lo  x}eIXx:tL8   eriJ-  ni   eeaiuoo  item  d"ioria  laiosqa 

1130  avlJ'oisbB  ii....  jov  ^flifj-   e-ien  ai    J- 1      .v-ttriffhrit   lo   8l>o©a 

:  .      uiv.'f   Ds>iolq  . :        o.  .:  ,xl3a9Loizli>  Juc^   tixiJ  noiJ-ooal 

JbeiijJt'ei  Jon  qia  ae-jl^nea  itaiii  ind&  J'oe^    eriJ   oJ^   suJb  itow  ^o 

leooiun   oxi«r  ai   efc.38io©i>  b   Tanl  ro tsssji la   oimonooe  erf3"  «ob1  fins 

-fajjn  Jb9tii?aionl   na  to^    tnaarrol-rtrio   ebtra-rn    rfrw  ntru-.-f  t;rTf-}:Triw  to 

looai    to  aao  iii.j^*!  aooioo&d  noUaoiip   arij-   i»ai3    ,rti9iiiow  "io  -tad 

ae".T':  ,jTreM  -  ■-■■  t  10'i 

Jucf  meriv  -^voost  ^am  rtotJjouLe   iBnoiJaoov   jega  i)Xo  boB 

.a-teibloa    bebru/ow  lo  «oi-tfl,tiItdan9n   ©rft  nt    JrrewmevoO  edS  ^jcf 

.BiaaJ   laxoe^a  lol  aoitaoubo  at   na^.s  eona 
at    liT>   trolquieaij  .^  .    -   ^-    ^iOn^t>i 

-.  •!«  D^euJ  luauJ  ait*3tio.v  eiuui  stiis  eieriJ  JadJ   Jowl  &iiS  oH  9ub 

%Bm   « aei;i   TOt   6eJ03'iy8tfu8  neecf  evBrt   amatrtaMoem  fiotriw  ax   anoiJi 

erti-  -xo'l   clexl   v/en  «  qa  anacio  si  osi£ia:§'io  to  nc   botztso 


type.   A  disposal  of  surplus  goods  in  the  foreign  markets  of  the 
world  means  an  increase  in  the  demands  for  workers,  and  hence  a 

relief  for  unemployment.   It  should  be  noted  here,  however,  that 
other  nations  are  in  the  same  business  with  the  same  objects  in 
view,  and  also  that  peoples  soon  learn  the  art  of  production  for 
themselves,  and  then  the  foreign  market  relief  ceases  soiiiewhat. 

To  conclude  the  problem  of  poverty,  if  vocational  education 
la  going  to  fiinction  to  any  appreciable  extent  it  must  include 
courses  in  labor  p'ro'blems,  economics,  and  social  studies,  for 
relief  from  poverty  lies  more  in  this  direction  than  in  offering 
more  and  diversified  shop  courses,  though  these  should  be  no 
means  be  neglected. 

Finally,  if  the  past  and  present  demands  of  labor  have  any 
significance  at  all  it  is  the  fact  that  there  shall  not  be  elim- 
inated from  educational  courses  the  essential  subjects  deemed  nec- 
essary to  a  general  education,  which  is  necessary  for  the  laborer 
to  function  as  a  citizen.   If  the  demands  of  labor  Jiava  meant  any- 
thing in  the  past  they  nave  meant  just  exactly  this.  <2he   interest 
of  labor  has  been  far  more  militant  for  general  education  than  it 
ever  'has  for  vocational  education,  and  labor  has  in  no  uncertain 
terms  voiced  its  protest  against  any  movement  to  rob  education  of 
its  in'  -'llectual  or  cultural  content.   It  is  somewhat  in  this 
spirit  that  tJamuel  Gompers  enlightens  us  with  the  follov/ing: 

"Organized  labor  has  opposed ■ and  will  oppose  some  enter- 
prises which  have  been  undertaken  in  the  name  of  industrial 


&lj...- 


©auo'ioiil   ft£  f  olioir 


at.  aioel<io  wmu 


.wslv 


aoiftyt 


,  ^jievoq  10  melfScyiKi  exiJ"   ©l)i; 


gnj 


10  1     ,df5C 


jii    &i> 


-0- 


:iui  evsii  lOv 


Oto    X*i 


;9tl  Y;t' 


ill  aeeiuoo 


;rf    aOHO. 


J  a  eoftiioil  ingts 


to 


Te 


Xj-J  us 


XiJiu. 


ft 


-leJfl©  emoa   eaoqqo  ilv!7  bn 


education  ;  .  .  .  With  regard  to  such  enterprises  where  they 
are  instituted  by  employers  with  a  single  eye  to  the  profits 
of  such  employers,  organized  labor  is  from  Missouri." 

It  should  be  born  constantly  in  mind  tiiat  there  is  no  phase 
of  education  in  which  organized  Ir.bor  is  not  interested  and  upon 
which  it  has  no  attitude.  A  perusal  of  the  Gomi-dttee  xieports  dur- 
ing the  lost  year  on  the  subject  of  education  indicates  attitudes 
favorable  to  every  form  of  democratic  education  proposed  during  the 
last  few  years.  Prom  an  increase  in  kindergartens  to  a  Minister  of 
ilducatlon  in  the  President's  Cabinet,  in  fact  the  whole  gamut  of 
educational  reformation  has  been  passed  upon  by  organized  labor. 


-aoo  atod  e 


eta  ill  .  '  .t3£'"i3i  fli   98<ieT0fti  a.a  mo' 

t  o. ,  ■  '  ,t  ,'  a  T'l  r  ;    '    -I  '-'     ~il  :■ 


'Xo  ^G  i>t»3aaj  aosii 


GHAPTiiJR  S£V]Jll!l~ilbiCOI^iMi;)i^'Di!:i/  iiCHOOL 
CUHRIGULUM 

In  making  the  following  recommendations,  the  writer  of  this 
paper  has  seen  no  reasons  for  proposing  an  educational  program  fca: 
labor  that  difiers  in  its  prime  essentials  from  an  educational  cur- 
riculum for  any  other  class  in  a  democratic  state.   It  is  true  that 
education  should  he  differentiated  not  in  terms  of  classes,  but  on 
the  basis  of  indivld^^al  capacity.   Opportunity  should  be  provided 
upon  equal  terms  for  the  exercise  of  this  capacity  to  its  fullest 
extent,  rixcessive  poverty  should  not  be  a  handicap  to  this  oppor- 
tunity, enither  should  prodigious  wealth, 

iiducation  should  be  evaluated  in  terms  of  man's  relation  to 
his  environment.   In  fact,  education  is  nothing  else  but  a  reaction 
to  this  environment,  Education,  then,  must  be  considered  valuable 
to  the  extent  that  It  articulates  with  the  environment  in  which  we 
live,   Latia  was  practical  for  a  xioman;  Chinese  is  valuable  for  a 
Chinaman,  but  are  these  languages  valuable  for  an  American?  ij'unB- 
tional  knowledge  can  be  determined  for  classes  and  occupations  where 
there  is  a  common  experience  lor  that  class  and  occupation,   The 
business  of  education  should  be  to  approximate  these  needs  as  nearly 
as  possible. 

To  evaluate  knowledge  for  the  individual  would  require  an 


Jselliil: 


QS 


amies 


oltsiODbii. 
nsmnottvnt 


'ii 


i,JBOi;: 


<^  ;2  f :  A 


acquaintance  with  the  role  he  is  to  perform  and  the  relation  he  is 
to  sustain  in  his  environment.   Lhis  for  most  people  is  not  def- 
initely determinable,  '-^o   ascertain  this  information  one  must  kijOW 
the  profession  followed,  the  place  in  which  one  lived,  and  numerous 
other  details,  such  as  marriage,  children  and  special  inierests. 

"ith  this  practical  interpretation  of  education  in  view,  it 
necessarily  becomes  imperative  that  some  sort  of  a  classification 
of  knowledge  be  made  to  meet  the  most  frequently  recurring  exi- 
gencies of  life.   J'or  labor  this  means  a  classification  of  iOiowl- 
edge  based  upon  the  economic  life  of  the  workingclass.  j;or,  as 
has  been  stated  at  previous  times  in  this  paper,  it  is  from  these 
economic  institutions  that  labor  receives  its  inspiration,   [ijhe 
economic  relations  of  an  individual  are  his  social  relations,   oome 
jUiowledge  may  fall  outside  the  economic  classification,  but  xiot  an 
appreciable  amount,   ijiducation  requires  tnat  there  run  tiir^ugh  it 
well-defined,  or  at  least  quite  clearly  defined,  constants.   In 
economic  terms  these  constants  are  the  three  "fundamental  social 
processes  of  Prodiiction,  Distribution,  and  Consumption."* 

Productionsl  knowledge  treats  of  the  science  of  the  produc- 
tion of  wealth,   Vhe  evolution  of  man  from  a  "pain  economy"  to  ^ 
status  of  "pleasure  economy"  is  the  transition  from  a  condition  in 
which  poverty  was  explained  by  the  "niggardliness  of  nature"  to  a 

*"!Z'he  iiducation  of  Tomorrow",  by  ^rland  Weeks, 


'^t    vl 


aoiti  ,  ,  xediQ 


;cPi.J3on.  ^  stri- 

--'•     J    mott  el           ,1  ax    aeiniJ   euolv©;.                                    ;   B«ri 

eraoc      .anotJciei  iax  aio  laixbiTiJoni   iijj  -                   lux  oituonoo© 

it  tkj^i^taJ   Lu:i   e'lfnu  j-^ad"   s»-'ii ■.•.'ei  iiotJiiOJ'           .  '    •       -•   exui 


j.ij,.  ;jvjc: 


"■jx'Boiq-  Sri  .-saotbB    v 


riljiaoo  a  aoxt  ac 


itXaew  ^ 


--ovcT  .-fotrfrr 


'•ii-cf  nrfir. 


situated  in  which  we  enjoy  a  social  surplus.   Naturally,  it  is 
to  be  expected  that  around  the  fundamental  work  of  the  production 
of  economic  goods  there  is  to  be  found  un  extensive  fund  of  ac- 
cumulated kuov/ledge.   All  the  occupations  related  to  the  extrac- 
tion, transference,  and  the  transformaticn  of  economic  goods  §re 
to  be  classified  as  Productional  Knowledge,   ^ill  the  knowledge 
relating  to  the  arts,  crafts,  and  sciences,  from  the  most  simple 
operation  to  the  most  complex  mechanical  formula,  are  one  and  all 
to  be  included  in  Productional  Knowledge.   All  forms  of  useful 
work  on  the  farm,  in  the  mines,  in  the  mills,  etc.,  every  worker 
from  the  lowest  to  the  highest  grade  are  contributors  to  this  form 
of  knowledge, 

distributional  Knowledge  is  included  in  a  study  and  applica- 
tion of  the  economic  and  social  sciences  with  increased  efficiency 
in  production;  there  inevitably  arises  the  question  of  sharing  the 

product,   This  form  of  knowledge  is  of  equal  or  even  of  more  impor- 
tance than  Productioxial  Knowledge,  for  unless  in  some  manner  the 
wealth  produced  by  the  workers  in  industry  is  snared,  starvation 
and  death  result,   i'he  enormous  contrast  in  the  possession  of  wealth 
is  not  due  to  the  fact  that  these  "takers  of  wealth"  possess  greater 
productional  efficiency,  but  greater  distributional  power,   i'he 
Greek  slaves,  and  in  fact  the  wkilled  working  producers  of  all  an- 
cient and  ilediaeval  times,  were  expert  in  productional  ^unowledge, 
but  they  wer  j  ignorant  as  to  •'distributional  Knowledge. 


f                                        '  DOS tiiii  lo 

©■x«*  abooj   t           :>©  10  flolJii                                       ,  , 

BLqsath                                    .'iavae                    ,                  ,  -t 

LL^  biu              ^.     ,                    Ino in adoeai  xe'  t  noitaisnro 

lulesjj  lo    Bnno'i   ii^      »&-%Dolifoa..  laaolioisboi'i  ni  b&bisS.ol^l    6d  Oo 

isji                       ,  .           ,8liira  edt  rrl    ,aonini  &cii  as    ,  low 

'iOiiyioii'ib  iioSii-jioai   uJxw  aaoaeiofe   laloc  •   otcaoaooa   aricT  to  ooli^ 

-loqaii  eiotfi  to  iisvo  10  laupe  to  i             jjXwoox  to  iino'i  eiriT      •d'ouboiq 

■ ,  .».■,- 


There  always  has  existed  in  the  social  order  a  class  of  per- 
sons that  may  be  termed  the  "getters  of  wealth".   Those  who  follow 
this  profession  are  seldom  efficient  producers.   Trusts,  pools, 
combines,  employers'  and  manufacturers*  associations  on  the  one 
hand,  and  labor  organizations  on  the  other,  are  expressions  and 
manifestations  of  i^istributional  Knowledge,   burely  vocational  edu- 
cation must  include  in  its  curriculum  an  ample  share  of  this  form 
of  knowledge,  for  the  Subject  matter  of  this  field  of  education 
from  labor's  viewpoint  has  been  sorely  neglected.   The  production 

of  economic  goods  has  been  more  nearly  solved  than  have  the  prob- 
lems of  an  equitable  distribution  of  these  same  goods. 

Consumptional  Knowledge  has  to  do  with  all  the  occupations 
that  treat  of  the  use  of  leisure  time. 

It  might  be  noted  that  this  states  one  of  organized  labor's 
most  fundamental  aims,  that  is,  the  secure  possession  of  a  greater 
amount  of  free  time. 

Consumption  Knowledge  is  the  knowledge  that  really  makes 
life  worth  while.   It  is  the  knowledge  that  distinguishes  the  per- 
son of  refinement.   It  does  not  mean  in  any  sense  of  the  word  the 
aping  of  the  custoniS  and  employments  of  a  wealthy  leisure  class, 
but  to  know  the  "rational,  satisfying  use  of  wealth".   It  means  a 
relief  from  the  humdrum  monotony  of  the  "work  conscience"  of  the 
slave  who  thinks  that  a  life  is  to  be  voted  the  most  successful  that 
included  the  greatest  amount  of  toll. 


«alooq  ,oJ'8u  letoir 

.  '  .  ■                                    '  iier.c  ■           , 

ijiK.  afloia8o*X'fx©            ,  no  eaoJtJ' 

jUTL_  lUiJXJJ-'. 

aoi^fioi/Jbe  lo  bl^fi  lo  ■i8;r;»^i3fli  .foetcfifg  art 

yiioi  r.sqyoot.-  __^ 


.on^t   fiTr/etoI  1:o   **^ir  «»rft  to   t; 


ie;Jid(^ig 


U9H:'.:^    -. 


.  it  ai   ©T*  --a  aoiiv 


rs 


^PffC'i-f.  ^I0» 


,88310  dTtnetei  iew  &  X<-  %aiq3 

encr  lo   "'  -i-iov.' 

Xix'iaseoojji.  erl3-  fceJ-ov  oo 


It  means  an  appreciation  of  wholesome  play  and  recreation, 
and  in  addition  a  ioiowledge  of  much  of  the  best  that  has  heen 
thought,  said,  and  done  in  the  world.  Much  of  the  subject  mat- 
ter included  in  the  classical  high  school  or  college  fills  this 
requirement,  but  the  mistake  must  not  be  made  of  excluaing  the 
other  two  forms  of  knowledge,  productional,  and  distributional. 

In  a  democracy,  an  education  must  include  a  liberal  evaluation 
of  these  three  forms  of  knowledge,   xhey  should  be  ranked  as  con- 
stants in  all  the  years  of  the  secondary  school  training. 

The  following  is  an  outline  of  subjects  that  should  be  in?* 
eluded  under  these  forms  of  knowledge: 
Productional  Knowledge 

(1)   Language  (vernacular) 
(£)   Applied  Mathematics 

(3)  iilements   of  Mechanics 

(4)  Agriculture 

(5)  xhe   General  iiciences 

(6)  The    Various  iihop  Trades 

(7J     Mechanical  Drawing  and  Designing 
Distributional  Knov/ledge 

(1)  Current  Events 

(2)  iilementary  -economics 

(3)  iiconomic  History 

(4)  Political  Parties 


^.iGtiBQioer  baa  TjaXq  6flioaeIo;i  (lolJ-aioaiqcttB  aa  aaaem  *I 

-»fll  ed  I  s;toetrfua  lo  enii^i'  :woIi< 

oXwortx  to  aanolt  ect. 

8oin 

©t:rt£uoiT9,A      (^) 


(5)  Government 

(6)  Labor  Organizations 

( 7 )  Money 

(8)  Insurance 

(9)  Investment 

(10)  Banking 

(11)  Wages 

(12)  Applied  iithics 
Gonsumptional  knowledge 

(1)  Literature 

(2)  History 

(3)  Musio 

(4)  Art 

(5)  Languages  (foreign) 

(6)  acienoes 

(7)  Hecreations 

(8)  xithios  (social  usages  and  relations) 

In  final  conclusion,  if  organized  labor  is  to  profit  by  the  - 
federal  Grants  for  Vocational  iiiducation,  it  must  see  that  schools 
organized  under  said  Board  shall  include  not  only  the  type  of  pro-- 
ductional  education  represented  by  a  trade  school  and  its  closely 
allied  science  and  drawing,  but  also, --which  is  of  more  importance- 
an  education  liberal  In  Its  quantity  of  Distributional  and  Consump- 


anol. 


'.raevnl     (e) 


eta i HI' 


it:--     Ui 
(agte 

Baolieeioeii     (Vi 

-rod.".!   Berl  , 

-o*c  i<i%^  &iii  ton  BbuLout  l  oiL  btaa  ie:  :;u 

TstiTGaettr^T  not.  '. towb 

—  eOflO^iotxDU   ©10M  lo  ai  xto        --,  ,        vraib  cii 


tional  Knowledge,   Further,  this  education  must  not  he  adminis- 
tered by  leisure-class,  academic  servants  of  "husiness  interests" 

hut  by  workers  in  the  industries  with  a  social  vision  and  the 

ideals  and  ethics  of  Organized  Labor, 


THii  KUD 


•  loa^u.  Do£ inii^^iu  ^o   8olfiJ-o  Baa  dXaafii 


ai. 


I 


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